Human Growth and Development
Seventh Grade
Wellness and Prevention Office
06/19/2015
Fifth Grade Curriculum Outline
Rubric Directions/Example
Special Needs Adaptations/Modifications
Lessons
Assessment Directions
Page 1
Pages 2 – 3
Pages 4 – 9
Pages 10 – 182
Page 183
Milwaukee Public Schools
Wellness and Prevention Office
Human Growth & Development Curriculum
7th Grade Lessons
OUTLINE
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Lesson 1- Reproductive Review
Lesson 2- A Date or a Friend
Lesson 3- Communication, Assertiveness and Negotiation
Lesson 4- Decision Making Process
Lesson 5- Needs and Limits
Lesson 6- Abstinence
Lesson 7- Warning Signs
Lesson 8- Sexual Abuse
Lesson 9- Looking for Help (Reserve computer lab)
Lesson 10- Contraception
Lesson 11- Negotiating Sexual Risk Reduction
Lesson 12- Sexting and Cyber bullying
Lesson 13- STIs Card Sort
Lesson 14- HIV/AIDS Basic Facts (might require two days)
Lessons that can be replaced by completing the following curriculum:
Curriculum
Making Proud Choices
Life Skills
June 2015
MPS HGD lessons that do not have to be covered if
specified curriculum is taught
3, 4, 5, 6, 11, 13, 14
3, 4
Page 1
Milwaukee Public Schools
Wellness and Prevention Office
INSTRUCTIONS FOR ASSESSMENT COMPLETION
• Please use the attached Assessment Tracking Form; make copies
for yourself as needed
• Each grade level of the HGD course has a pre and post
assessment and two additional assessments/quizzes that could
be used for formative or summative assessments.
• The Assessment Tracking Form should be submitted to your
school principal.
June 2015
Page 2
PR= PROFICIENT:
Student performs this task
confidently and consistently
and meets the standard
BA= BASIC: Student is
improving in this skill or
behavior; however they are
below the standard
MI= MINIMAL: Student is
beginning to develop in this
skill or behavior; however they
are significantly below the
standard.
Assessment/Quiz 2
# students ___________.
Assessment/Quiz 1
Teacher Name:__________________
Post-Assessment
School Name:___________________
Pre-Assessment
Seventh Grade HGD
AD= ADVANCED: Student
performs this task at an
advanced level and is
significantly above the
standard
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June 2015
Page 3
7th Grade Instructions for Accommodations and Modifications
It is our responsibility as educators to ensure that students have access to the curriculum or information
that we present as well as a way to demonstrate their understanding. It is important to realize that this
may look different for some students.
Accommodations for students with disabilities would include, but are not limited to:
Directions: Accommodations are for clarification of directions and are separate from accommodations
for test items. (Examples: Sign language for directions, explain or clarify directions, etc.)
Content Presentation: Accommodations allow an assessment to be given to a student in a different
format or mode of access that may be auditory, multi-sensory, tactile, or visual. (Examples: Large-print,
audio recording, Braille, etc.)
Response: Accommodations allow a student to respond to each test item or organize work using an
assistive device. (Example: Student responds orally to a scribe who documents the student’s answers,
use of a graphic organizer, etc.)
Setting: Accommodations allow a student to take an assessment in a different location or environment
than the rest of his or her class. (Example: Individual testing, student stands or moves during testing,
etc.)
Timing/Scheduling: Accommodations increase the allowable length of time to complete an assessment
or change the way the time is organized. (Example Extra time, testing across multiple days, etc.)
Area of Concern
Reading/Writing- Student is
having difficulty reading
instructions, content and/or
completing an activity.
Fine Motor - Student is having
difficulty gripping paper, scissors
or writing utensils when the task
requires drawing, writing or
manipulating paper.
Possible methods of addressing those needs.
• Provide a Live Scribe Pen with pre-recorded directions
and phrases on the worksheets; can also be used for notetaking
• Provide a colored reading viewer to aid in focus, fluency,
and overall comprehension
• Upload all text to be read to a text reader
• Create/provide a word box based on some general or key words
mentioned during discussions; can be useful for students that have
limited vocabulary and spelling skills.
• **Use one of the many tools available on Premier (see document
pertaining to using Premier with the HGD Curriculum for more
information and details
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Provide pencil grips
Specialty lined paper
Use laminated tag board
Adapted Scissors
Allow use of tablet to draw with finger
Language/CommunicationStudent is having difficulty
verbalizing and/or expressing his
thoughts.
• Provide student with visual supports to encourage communication
**Contact speech/language
• May require a speech output device to aid in communication
pathologist for more information
about this area of need
**Note: These are all tools to support learning that could be used with any student. If a student with a disability
requires one of these tools, it becomes assistive technology. Contact the Assistive Technology team via email
at [email protected] if you want more information or have questions regarding a student’s possible
need for assistive technology.
June 2015
Page 4
Using Premier Tools to Increase Access to the Human Growth and Development Curriculum
ALL students and staff in MPS have FREE access to Premier Literacy on the computers both in the
schools AND at the homes of the students. Premier is a software program that offers tools to increase
access to students who are struggling with reading, writing, and studying tasks presented within their
curriculum.
The HGD Curriculum has multiple lessons that Premier can help to remove barriers some students,
especially students with special needs, may have to fully accessing the content within the curriculum.
Premier also has tools students may use to demonstrate their knowledge.
In order to get Premier onto your school computers, review the Premier Informational Flyer, where
step-by-step directions are presented. If a student would like the program on their home computer,
provide them with the Premier At-Home Flyer. As both flyers state, for training and support in learning
about and implementing this program with students, contact the Assistive Technology team
at [email protected].
The major tools that you may choose to use to increase access for students struggling with reading
comprehension, sustaining focus, written composition, or vocabulary acquisition within some of the
HGD lessons include the following:
• Launch Pad (works with internet sites)
• Talking Word Processor (works with Word processing documents)
• PDF Equalizer (works with PDF documents)
• Worksheet Wizard (works with any worksheet that has been scanned into a computer)
These tools have features that include reading text out loud, highlighting and tracking text as it is read
out loud, a talking dictionary, a summarizing tool for documents that are one page or more, and a word
prediction component.
In the pages that follow, a specific description of each tool and how to use it is provided.
June 2015
Page 5
District License - Premier Literacy
Premier Literacy’s In-School Program provides reading, composition and study
solutions for students on all computers in Milwaukee Public Schools. If you have
used this Suite in the past, you know the positive effects it has made for
many students.
Once Premier Literacy is loaded on your computers, you will have access to 2 different
toolbars, an internet toolbar and a desktop toolbar.
The internet toolbar will appear each time you open Internet Explorer. Features on this
toolbar include:
• Talking Pointer - click once on the Talking Pointer icon and it will read what you
point to with your cursor
• Talking Dictionary - highlight a word, single click on the dictionary and the
definition will be read to you
• Text-To-MP3
This Suite also includes a toolbar that installs on your desktop. A few features on this
toolbar include:
• Talking Word Processor
• Word Prediction
• Text to Audio
• Universal Reader
• Talking Dictionary
• Talking Calculator
Each of these programs offers a video tutorial and online support
at www.readingmadeeasy.com .
To request this software, call Tech support at 438-3400 and ask for Premier to be
pushed to your computers.
If you have any questions feel free to email [email protected].
Your MPS Assistive Technology Team
June 2015
Page 6
How to get Premier Literacy loaded
on your MPS computers
Call MPS Technology Support at 414 438-3400
 You will need to give them the names of the computers on which you
want Premier loaded.
 You can find this name/number in 2 places:
1. On the log in screen:
June 2015
Page 7
Attention - Parents and Students
We want to share some great news with you about our MPS Premier AT Home website
where you can download powerful reading, writing and studying tools to be used on
your home computers. This program is sponsored by MPS in conjunction with
Premier Literacy.
Premier AT Home offers many tools. After downloading Premier
(instructions on back) you will see this icon on your desktop.
Click on the Premier Tools icon and you will see this toolbar.
**Video tutorials are available at www.readingmadeeasy.com for each Premier tool
We are excited to be able to offer these tools for use on your home computer.
Follow the instructions on the back of this page to start using the tools today!
If you have any questions feel free to email [email protected].
Your MPS Assistive Technology Team
June 2015
Page 8
LOGIN/DOWNLOAD INSTRUCTIONS
Premier AT Home can only be installed on computers owned by the MPS students,
parents, and/or staff.
1. Go to www.premierathome.com. You will see this Log In screen
For technical assistance contact Premier Assistive Technology at 815 927-7390 Email
[email protected] or [email protected]
June 2015
Page 9
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Milwaukee Public Schools
Human Growth and Development Curriculum
National Health Education Standards
Primary Focus
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to
enhance health.
What You Need to Know- lesson objectives:
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Pronounce, spell, and describe the function (with 75% accuracy) of the 45 terms in the glossary
on Reproductive System Reference Sheet 3.
Explain that variation in size and shape of sexual parts is normal.
Materials:
• 28 Reproductive System Game Cards (one class set … that is: one single-sided copy of each of
eight pages, cut into four parts, so there’s one question on each “card.”)
• Overhead projector
• Shoe box or coffee can
• Reproductive System Reference Sheet
• Family Homework Exercise: The Reproductive System
• Reproductive System Worksheet (2 copies per student)
Procedures:
1. Review reproductive system
The 6th and 8th grade has “Just the Facts” introduction lessons. If you feel that the students
need a review, use that lesson’s diagrams and procedure notes to review. Besides
reviewing the body parts, make sure to explain how fertilization takes place. Make sure to
cover the steps of the menstrual cycle.
2. Play the Reproductive System Game.
a. Begin by refreshing everyone’s memory about ground rules and emphasizing
mutual consideration.
b. Drop the Reproductive System Game Cards into a shoe box or coffee can.
c. Have students pair up and provide each pair with plenty of scrap paper.
d. One student draws a game card and hands it to you.
e. You read the question aloud and give each team a half a minute to consult with one another,
and/or look at their reference sheets, and jot their answer on a slip of scrap paper. Thus, all teams
play at once holding their answers up, as soon as they can.
f. Either you or the student who drew the question reads the answer and
explanation aloud.
g. Every team with a correct answer gets one point.
h. A second student draws a game card ... repeat steps d-g, until all 28 game cards have been
used.
Take home work:
• Family Homework Exercise: The Reproductive System
Students will need to take home two copies of The Reproductive System Worksheet to complete this
Family Homework.
• Complete and turn in The Reproductive System Worksheet, independently.
June 2015
Page 10
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Milwaukee Public Schools
Human Growth and Development Curriculum
Reproductive System Review Game Cards
Q: True or False? The
menstrual period lasts about
a day each month.
Q: True or False? Each time someone
ejaculates, about 360 million sperm
cells come out.
A: False
A: True
Explanation: It usually takes
between two and 7 days for
the uterus to completely
empty. There are about four
to six tablespoons of blood
and tissue in all.
Explanation: a half to a whole
teaspoonful of semen may be released.
It usually contains at least 200 million
sperm cells. 360 million is average.
Q: How long after its release
can an egg be fertilized?
About a day, about a week,
or about month?
Q: True or False? Another word
for tube is “duct.”
A: About a day.
Explanation: That is why many
books call the fallopian tubes
“oviducts” and the vas
deferens tubes “sperm ducts.”
Explanation: If it doesn’t meet
with a sperm within a day, or
two at most, the ovum just
dissolves.
June 2015
A: True
Page 11
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Q: The end of the uterus that
opens into the vagina is the
________
Milwaukee Public Schools
Human Growth and Development Curriculum
Q: The sac that holds the testes
is called the _______
A: Scrotum
A: Cervix
Explanation: The cervix is not a
separate part; it’s just the
neck of the uterus. The
doctor wipes some cells from
the cervix when a woman has
a Pap Test for cancer. These
cells are examined under a
microscope. At 21 years old is when
women should have their first PAP
smear.
Explanation: The scrotum holds
them and. controls their
temperature. Sperm can only
grow at temperatures a little
cooler than normal body
temperature of 98.6 degrees
... so the testes have to be
outside the body, in the
scrotum, in order to be cool
enough to make sperm.
Q: True or False? Once a person
starts having menstrual periods,
they will get one every 28 days.
Q: True or False? Having
intercourse a lot will make the
penis larger?
A: False
A: False
Explanation: 28 days is only an
average. Adult women may
have periods every 21 to 36
days. In some adults and most
young girls, the cycle is a
different length each time ... 3
weeks one time, 5 weeks
another, maybe even skipping
some months altogether. Then,
around age 45 to 55, a woman
stops having menstrual periods.
Explanation: The penis is not
made of muscle, so exercise
has no effect on its size. Like
the ears and the feet, the
penis is a different size in
each person.
June 2015
Page 12
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Milwaukee Public Schools
Human Growth and Development Curriculum
Q: True or False? When the penis
is circumcised, the doctor
removes the glans.
Q: When the ovary
releases an egg, it’s called
_______
A: False
A: Ovulating or Ovulation
Explanation: Neither the glans,
nor the shaft is removed. It’s
the foreskin that is removed
in a circumcision operation.
The foreskin is an extra
sleeve of skin that partly
covers the glans.
Explanation: The Latin name for
egg is “ovum.” So when an
ovum pops out of an ovary,
it’s called ovulation. That
happens about once a month,
a couple of weeks before a
girl’s period.
Q: True or False? Ovulation usually
occurs during the
menstrual period.
Q: Name one of the parts of the
body that makes some of the
liquid in semen.
A: False
A: Seminal vesicles, prostate
gland, Cowper’s glands.
Explanation: Usually,
ovulation happens about two weeks
before
the next period. After ovulation, if a
pregnancy does not occur, the
extra lining in the uterus is
not needed. So after two
weeks, it comes out. That’s
called menstruating or
“having a period.”
June 2015
Explanation: Any of these
answers is OK. Actually, the
seminal vesicles and prostate
contribute directly to the
semen. The Cowper’s glands
make a discharge that lines
the urethra and makes it less
acid-like. All three parts are
important in keeping sperm
healthy.
Page 13
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Milwaukee Public Schools
Human Growth and Development Curriculum
Q: True or False? Doctors usually
recommend circumcision.
Q: The liquid that carries sperm
is called _______
A: False
A: Semen
Explanation: Today, it is generally
left up to the parents whether to
have a baby boy circumcised.
Doctors disagree about whether
it is a good idea. Parents may
choose to do it because of
religious beliefs or so the son
will look like the father or to try
to reduce future infections.
Many parents today choose not
to have their sons circumcised,
unless there is a problem.
Explanation: Semen is the thick,
white discharge that
nourishes sperm and helps it
travel further and live longer.
A teaspoonful or less of
semen comes out each time
a man or boy ejaculates.
Q: When sperm comes out, it’s
called __________.
Q: When the penis or clitoris
fills with blood and becomes
larger, it’s called an
__________.
A: Ejaculation or Nocturnal
Emission
A: Erection
Explanation: Either answer is
correct. Ejaculation means
the release of sperm. If a
man or boy ejaculates in his
sleep, it’s called a nocturnal
emission or “wet dream.”
June 2015
Explanation: Erections happen
more frequently after puberty.
People get them often, even
without feeling sexual
feelings. It is nothing to worry
about, it is the body’s way of
practicing.
Page 14
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Milwaukee Public Schools
Human Growth and Development Curriculum
Q: The word that describes both
testicles and ovaries is
_______.
Q: The tube that carries urine
and semen out of
the body is the ___________.
A: Gonads
A: Urethra
Explanation: The testes
and ovaries are a
lot alike. Both kinds of
gonads make sex cells
(sperm and eggs) and both
kinds of gonads make sex
hormones.
Explanation: The urethra
is the tube that runs through
the penis. The is the
opening in front of the anus
and vagina is also the urethra. It is
connected to
the bladder.
Q: True or False? The human
sperm cell is about as big as
an apple seed?
Q: True or False? An ovum is
the size of a grain of sand.
A: True
A: False
Explanation: It is actually
microscopic ... so small you
cannot see it without looking
under a microscope. In fact,
every sperm cell that made
every person alive in the
world today could fit in a
thimble.
June 2015
Explanation: It is big enough to
see without a microscope, but
small enough that a 2-liter
bottle could contain all the
egg cells that made all the
people alive in the world
today.
Page 15
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Q: True or False? The sperm cells
take about a week to develop,
before they come out.
Milwaukee Public Schools
Human Growth and Development Curriculum
Q: Is a pregnancy most likely to
start during a
period, just before a period,
or in between periods?
A: False
A: In between her periods.
Explanation: They grow in the
epididymis for two or three
months before they can start a
pregnancy. That means it is
possible for to damage
the sperm by using certain
drugs -- maybe even including
alcohol -- before the beginning
of the pregnancy. This damage could
potential cause harm to a future child, if
the damaged sperm fertilize an egg and
lead to pregnancy.
Q: True or False? A person with
big breasts will be more likely to
be able to nurse a baby.
Explanation: Of course, a
pregnancy could start
anytime. Many times, the ovaries do not
release eggs on schedule.
But the most likely time for
fertilization to be possible is
about two weeks before a
menstrual period.
Q: True or False? A baby
develops in the stomach.
A: False
A: False
Explanation: Breast size does not
make any difference in nursing.
Breast size has nothing to do with the
amount of milk produced.
June 2015
Explanation: A baby develops in
the uterus. The stomach is
part of the digestive system,
not the reproductive system.
Some people call a person’s
abdomen (their whole midsection)
their “stomach” but
your stomach is actually a
specific organ!
Page 16
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Milwaukee Public Schools
Human Growth and Development Curriculum
Q: The folds of skin that protect
the opening to the vagina and
urethra are called ________.
Q: True or False? The ovaries contain
all the eggs they will ever
have at birth.
A: Labia, Labia Majora, or Labia
Minora
A: True
Explanation: Any of these
answers is OK. The outer
folds are the labia majora and
the inner, smaller folds are
the labia minora.
Q: True or False? The testes run out
of sperm around age 50 or if
a person has too much sex.
Explanation: A baby girl is born
with hundreds of thousands of
eggs already in her ovaries.
Some of them will mature one
day, and may get fertilized and
become babies. That is a
good reason for a girl to stay
healthy and avoid drugs, to
protect those egg cells in case
she ever wants children.
Q: True or False? Alcohol
makes a person more sexual.
A: False
A: False
Explanation: The testes keep
making sperm throughout a person's
lifespan. However, the ovaries stop
releasing eggs around age 50.
June 2015
Explanation: Both alcohol and
marijuana are depressants.
They may make a person feel
less worried about the risks of
sexual touch, but they do not
make the genitals work
better. In fact, they decrease
the flow of blood to the
reproductive system, causing
less feeling there. After drinking too
much alcohol, it can be difficult to get
an erection or have an orgasm.
Page 17
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Milwaukee Public Schools
Human Growth and Development Curriculum
Reproductive System Glossary
Anus – The opening in the buttocks from which bowel movements come when a person goes to the
bathroom. It is part of the digestive system; it gets rid of body wastes.
Buttocks – The medical word for a person’s “butt” or “rear end.”
Cervix – The opening of the uterus into the vagina.
Circumcision – An operation to remove the foreskin from the penis.
Cowper’s Glands – Glands on either side of the urethra that make a discharge which lines the urethra,
making it less acid-like to protect the sperm.
Clitoris – The part of the vulva that’s full of nerves and becomes erect. It has a glans and a shaft like the
penis, but only its glans is on the outside of the body with the rest of structure inside the body.. It looks
much smaller, because only a small portion of the clitoris is outside of the body.
Discharge – Liquid. Urine and semen are kinds of discharge, but the word is usually used to describe
either the normal wetness of the vagina or the abnormal wetness that may come from an infection in
the penis or vagina.
Duct – Tube, the fallopian tubes may be called oviducts, because they are the path for an ovum. The vas
deferens may be called sperm ducts, because they are the path for a sperm.
Ejaculation – The release of semen from the penis.
Epididymis – The coiled tubes, behind the testicles, where sperm mature, and are stored.
Erection – The penis or clitoris filling with blood and becoming larger and harder.
Fallopian Tubes – The ducts that carry an ovum from the ovary to the uterus.
Fimbria – The finger-like parts on the end of each fallopian tube which find an ovum and sweep it into
the tube.
Foreskin – The extra sleeve of skin around the glans of the penis. It is sometimes removed
by circumcision
Genitals – The parts of the reproductive system on the outside of a person’s body.
Glands – The parts of the body which produce important fluids (hormones, sweat, urine, semen, saliva,
etc.) or cells (sperm, eggs, white blood cells, etc.).
Glans – The head of the penis or clitoris. It is full of nerve endings.
Gonads – The sex glands: ovaries and testicles. Gonads make sex cells (eggs and sperm) and sex
hormones. They are part of both the reproductive and endocrine systems.
Hormones – Natural chemicals made by many glands, which flow, along with blood, through the
bloodstream. They are messengers which help the body work properly.
Hymen – The thin skin that partly covers the opening to the vagina in some females.
Labia – The folds of skin in vulva that protect openings to the urethra and vagina.
Labia Majora – The larger, outer set of labia.
Labia Minora – The smaller, inner set of labia.
Menstruation – The lining of the uterus emptying out. It is sometimes called “having a period.”
June 2015
Page 18
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Milwaukee Public Schools
Human Growth and Development Curriculum
Nocturnal Emission – Ejaculation of semen during sleep. It is sometimes called a “wet dream.”
Ovaries –Gonads that produce ova. They are glands on either side of the uterus where egg cells are
stored and female hormones are made. The singular is ovary.
Ovulation – The release of an ovum from the ovary.
Ovum – The cell that can start a pregnancy when it joins with sperm cell. It is sometimes called an “egg
cell.” The plural is ova.
Reproduction – Making more of something. In humans it means making babies (more humans).
Scrotum – The sac that holds the testes and controls their temperature.
Semen – The thick, whitish liquid which carries sperm cells.
Seminal Vesicles – Glands on each vas deferens that make some of the liquid part of semen.
Penis – A sex organ that is sometimes circumcised. It is made of a shaft and a glans, and partly covered
at birth by a foreskin. It is used for urination and ejaculation.
Prostate Gland – A gland under the bladder that makes some of the liquid part of semen.
Reproduction – Making more of something. In humans it means making babies (more humans).
Scrotum – The sac that holds the testes and controls their temperature.
Semen – The thick, whitish liquid which carries sperm cells.
Seminal Vesicles – Glands on each vas deferens that make some of the liquid part of semen.
Sexual Intercourse – The kind of sex when the penis is in the vagina. Also called “vaginal intercourse,”
because oral sex and anal sex may be considered intercourse, too. Usually during vaginal intercourse the
penis ejaculates and this is how most pregnancies begin.
Sexuality – The part of us that has to do with our sex, our identities, being able to trust, liking and
respecting ourselves and others, needing and enjoying touch and closeness, and, having sex, and
reproducing (making babies).
Shaft – The long part of the penis or clitoris. (The shaft of the clitoris is inside of the body.)
Sperm – The cell from a man or boy that can start a pregnancy when it joins with an ovum.
Testicles –Gonads in the scrotum that make sperm and hormones. They are sometimes called testes;
the singular is testis.
Urethra – The tube that carries urine out of the body. In the penis, it also carries semen, but not at the
same time.
Urine – Liquid waste that is made in the kidneys and stored in the bladder. It is released through the
urethra, when we go to the bathroom. Urine is not the same as semen.
Uterus – The organ where an embryo/fetus (developing baby) grows for nine months. Sometimes it is
called the “womb.”
Vagina – The tube leading from the uterus to the outside of the body. It is the middle of the three
openings in the vulva.
Vas Deferens – The tube that carries sperm from the epididymis up into the urethra in the penis. The
plural is vasa deferens.
Vulva – Another word for female genitals.
June 2015
Page 19
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Milwaukee Public Schools
Human Growth and Development Curriculum
Family Homework Exercise
(1) First, read this aloud together:
As children start to become teenagers, or even before the teens, they go through many changes. One
change is a maturing reproductive system. Change can be exciting, but it can also be confusing.
Sometimes people need a little advice or reassurance.
(2) Each of you try filling out “The Reproductive System Worksheet” by yourself.
(3) Discuss your answers.
Did you give similar or different advice?
Do you like each other’s ideas or do you disagree?
Has any of those kinds of things ever bothered either of you?
If so, how did you handle it?
Were there any letters neither of you knew how to answer? If so, you may want to
get a book or call your family doctor. If you have access to the Internet, you can find
helpful answers to this kind of question at www.sxetc.org (from the Network for Family
Life Education at Rutgers University).
NOTE THESE FACTS:
• It is common, and not a problem for one testicle to be lower than the other.
• Signs of testicular cancer could be a lump or a pulling sensation.
• A white discharge between periods is very normal for young women, as long as it does not smell funny
or itch.
• The breasts often develop at an uneven rate. It does not mean anything is wrong
June 2015
Page 20
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Milwaukee Public Schools
Human Growth and Development Curriculum
Reproductive System Worksheet
Name______________________________________ Due Date_______________
Directions: Pretend you are “Dear Abby.” How would you answer the following letters?
If you are not sure how to respond, ask someone in your family or call your family
doctor. If you have access to the Internet, you can find helpful answers to this kind of
question at www.sxetc.org (from the Network for Family Life Education at Rutgers
University). After you gather information, answer the letter in your own words.
1. Dear Abby,
One of my testicles is lower than the other. I worry if I have cancer or something.
What should I do?
— Worried
Dear Worried,
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
June 2015
Page 21
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Milwaukee Public Schools
Human Growth and Development Curriculum
2. Dear Abby,
I have this white liquid between my menstrual periods. I’m sort of afraid to ask my
parents about it. If I went to the doctor, would my parents find out? Help!
— Confused
Dear Confused,
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Dear Abby,
My older brother is always asking me if I have ever had a wet dream. What if I never do? Should I lie to
him or what?
— Little Brother
Dear Little Brother,
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
June 2015
Page 22
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Milwaukee Public Schools
Human Growth and Development Curriculum
4. Dear Abby,
One of my breasts is starting to develop, but not the other. My mother says that is very common, but it
still makes me feel funny. If my friends ask me to spend the night, I don’t know what
I’ll do.
— Growing
Dear Growing,
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. Dear Abby,
My friends are always talking about sex. I don’t mind when we talk about it in class.
It’s like it’s serious there, plus I learn a lot. But when my friends talk about it, it’s all a joke, or sort of
cheap. It embarrasses me. What can I do about it?
— Listener
Dear Listener,
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
June 2015
Page 23
Lesson Number: 1
Grade Level: 7th grade
“Reproductive Review”
Milwaukee Public Schools
Human Growth and Development Curriculum
Assessment: 7th Grade Lesson 1:
1. Who could you ask talk to about reproductive health questions/concerns?
2. Explain how a person would know when he/she has reached reproductive maturity?
June 2015
Page 24
Lesson Number: 2
Grade Level: 7th grade
“A Date or a Friend”
Milwaukee Public Schools
Human Growth and Development Curriculum
National Health Education Standards
Primary Focus
Standard 4 – Interpersonal Communication
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or
reduce health risks.
Secondary
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 6 – Goal Setting
Students will demonstrate the ability to use goal-setting skills to enhance health.
What You Need to Know- lesson objectives:
Students will:
• Write “Want Ads” for friendships. The foundation of intimate friendships prepares us for
responsible dating relationships.
Materials:
• Two large writing surfaces and markers or chalk for writing
• Handout: Dating Rights
Procedure:
1. Divide the students into two large groups. This can be done by creating two single-gender groups or
by assigned random students to each group. There are pros and cons to each option. NOTE: If you
choose to divide the class into two “single-gender” groups, make sure that transgender students are
allowed to join the group that reflects their identity.
2. On the top of the writing surfaces (chalkboard, newsprint, or other) write: Describe someone who
would be a great person to date. Ask the groups to make a list of characteristics of someone they
would like to spend time with or date on a regular basis.
3. When the lists are complete ask them to circle, in a different color, those characteristics that would
also be on a list of characteristics of someone who would make a great friend.
4. Share the lists with the other group. Compare what characteristics were the same and what ones were
different. How might your goals influence your choices of these characteristics. Suggest that the best
way to prepare for positive dating relationships in the future is to become someone who you would
want to date.
5. Ask each group to write either: a “Want Ad” for a friend who would like to hang-out during the
weekend or a paper about experiences that they have had in friendships that will make them a good
person for someone to date.
6. Brainstorm ideas on what might make the perfect date when thinking of what makes a good friend.
7. Discuss how goals in life influence how you might seek friends, friendship, and relationships. If
students are having trouble coming up with answers talk about how the way someone values
themselves and goals they have for their life might influence the type of people they want as friends
and the type of person they might want to date.
Extension Activity: Have each student create a “Friend Wanted” flyer in Microsoft Publisher. Students
have to type a description of what a good friend is and use graphics to illustrate the interests, goals, and
personality traits they want in a friend. It is recommended to create an example of what a proficient flyer
looks like. Flyers can be used as an assessment for the lesson.
June 2015
Page 25
Lesson Number: 2
Grade Level: 7th grade
“A Date or a Friend”
Milwaukee Public Schools
Human Growth and Development Curriculum
Dating Rights
I have the right...
1.
to refuse a date without feeling guilty.
2.
to ask for a date without being crushed if the answer is "no".
3.
to choose to go out by myself without pairing up with someone.
4.
to not act macho or flirtatious.
5.
to say "no" to physical closeness.
6.
to say, " I want to get to know you better before I become more involved."
7.
to say, " I don't want to be in this relationship anymore."
8.
to an equal relationship.
9.
NOT to be abused physically, sexually or emotionally.
10.
to have friends of either sex.
11.
to express my feelings.
12.
to set limits, say "yes" or "no" and to change my mind.
13.
to stop doing something, even in the middle of it.
14.
to have my own morals, values and beliefs respected.
15.
to say, “I love you" without having sex.
16.
to be myself, even if it is different from what someone wants me to be.
17.
to say, " I don't want to please you at this time."
18.
to talk with others about my relationship
June 2015
Page 26
Lesson Number: 2
Grade Level: 7th grade
“A Date or a Friend”
Milwaukee Public Schools
Human Growth and Development Curriculum
Assessment: 7th Grade Lesson 2:
1. List two of your “Dating Rights”.
2. How should choosing a good friend be similar to choosing who to date?
June 2015
Page 27
Lesson Number: 3
Grade Level: 7th grade
“Communication, Assertiveness and Negotiation”
Milwaukee Public Schools
Human Growth and Development Curriculum
National Health Education Standards
Primary Focus
Standard 4 – Interpersonal Communication
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or
reduce health risks.
Secondary Focus
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 8 - Advocacy
Students will demonstrate the ability to advocate for personal, family and community health.
What You Need to Know- lesson objectives:
Students will:
• Create examples of assertive, aggressive and passive responses. They will revise statements to
become “I-statements.”
• Learn a new skill. It is helpful to understand the process of skill development and usual internal
responses that may be encountered by the teacher along the way.
The process of developing new skills
Learning new skills can be embarrassing, humbling, and uncomfortable. They may not
feel like a good fit in the beginning.
Stage one
unconscious and ineffective
Stage two
conscious and ineffective
Stage three
conscious and effective
Stage four
unconscious and effective
There are many reasons why people opt out of the process before integrating a new skill into their
daily lives. The person may feel too much guilt in stage two. They may feel like they are being a
fake as they are in stage three. It takes practice to get to stage four. As a teacher of these skills,
be prepared for resistance. A caring and understanding attitude is needed while presenting a clear
view that these skills work. The instructor must consistently model the skills in multiple
situations for the learners.
• demonstrate the kinds of refusal skills a person can use when being pressured to engage in sexual
intercourse.
• practice verbal and physical responses that will help them to advocate their own healthful
choices.
• demonstrate their understanding of ways that they can protect themselves from pregnancy
and STIs.
Materials:
• Handout- Communication Skills sheet
• Possible Delaying Tactics worksheet
• Observer checklist
Procedure:
1. Explain to the class the three forms of communication that people use when they want to ask for
something or want to refuse something that someone has asked of them. (You may want to have these
written on newsprint to display as you talk.)
June 2015
Page 28
Lesson Number: 3
Grade Level: 7th grade
“Communication, Assertiveness and Negotiation”
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Milwaukee Public Schools
Human Growth and Development Curriculum
a. Aggressive- You ask for something or refuse someone else’s request in a manner that hurts or
offends the other person. It can be openly nasty (putting someone down, threatening,
pressuring, etc.) or indirect (sarcasm, gossip, etc.).
b. Passive- You want to request something or refuse something, but you don’t express yourself
or you do so in a very timid or indirect manner that has no effect.
c. Assertive- You want to make a request or refuse a request and you express it clearly and
directly without intentionally hurting or disrespecting the other person.
Practice telling the difference between the three forms by allowing the students to pick two scenarios
where a request might be made and allow them to demonstrate examples for each of the forms. (It
would be good to use an example that has to do with protecting your body or values.) Write their
responses of the board.
Tell the students, when you make an assertive request, you are letting someone know how you think
or feel and what you want. To further learn how to make assertive requests and comments, you will
be reviewing a technique called I-statements. They may have learned this technique before. Practice
makes perfect and this is a skill that takes lots of practice. Handout the Communication Skills sheet.
Go back to the responses on the board from #2. Practice forming I-statements by refining the
responses.
Have students get into small groups and hand out the “Possible Delaying Tactics” worksheet.
Have groups go over the worksheet and add any other delaying tactics that they feel could be added to
the list.
After the groups have gone over the “Possible Delaying Tactics” worksheet, have them create their
own scenario involving a situation that would require a person to practice the delaying tactics. The
role play should demonstrate good interpersonal communication. (Negotiation or refusal skills)
Remind them of:
 Effective message tactics and strategies
• Clear, organized ideas or beliefs
• “I” messages
• Tone – respectful versus aggressive and confrontational
• Body language
 Effective refusals
• Give a clear “no” statement
• Walk away
• Provide a reason
• Delay, change the subject
• Repeat refusal
• Provide an excuse
• Put it off
Pass out the “Observer Checklist” to be used while each group is practicing their role play.
Each person in the group should practice the role of refusal and the other members of the group will
then rate each person on their ability to advocate their point.
The role play could be done in small groups or it could be presented to the entire class. When all role
plays have been completed, remind the class that young people are confronted with difficult decisions
when they least expect it. By practicing these tactics, a person could be more equipped to handle the
situation and more persuasive in their decision.
Lesson Extension: Take home parent letter located at the end of this lesson, complete and bring back
to class.
June 2015
Page 29
Lesson Number: 3
Grade Level: 7th grade
“Communication, Assertiveness and Negotiation”
Milwaukee Public Schools
Human Growth and Development Curriculum
Communication Skills: I-Statements
There is a direct connection between how we feel and how we behave. This skill is intended to allow the
speaker to express feelings, thoughts and ideas and have them heard. The speaker will then take
responsibility for their resolution. Not all conversations require this skill, but in those times when you
want to connect with someone in a helpful and effective manner, these skills can be quite useful.
The first thing you must decide when a conversation begins isWho has the problem, idea or feeling that needs expression?
•
If the problem, idea or feeling is someone else’sExample: Your friend tells you they are angry at one of your friends.
The skill applied is- listening.
•
If the problem, idea or feeling is yoursExample: You don’t want to get in the middle of your two friends.
The skill applied is- “I-statements.”
•
Both are applied in most conversations. The real skill is knowing when to listen, how to respond
and when it is helpful to move on to express one’s own ideas or feelings.
I-Statements
The development of communications skills is extremely important when someone is trying to express
feelings and thoughts, when someone wants to be hard, or when someone needs to be understood.
Today your child worked on “I” statements. When a person tries to express themselves using “I”
messages it attempts to take away the conflict, stress or blame that comes with a more common form
of communication, “you” messages.
Here are a few examples of “you” and “I” messages:
You message: “You keep telling me how angry you are at him, I know you want me to get involved. You
need to leave me out of this”
I message: “I am curious if when you tell me about your anger at him, you want me to get in the middle
of your argument. I would like to be left out of this.”
Parent “you” message: I come home to see that you didn’t clean the dishes or make your bed. You are
not getting a snack until you take care of your chores.
Parent “I” message: “I felt frustrated when I came into the house this afternoon and saw the dishes in
the sink and the bed unmade. I need them to be done now before you eat your snack.”
June 2015
Page 30
Lesson Number: 3
Grade Level: 7th grade
“Communication, Assertiveness and Negotiation”
Milwaukee Public Schools
Human Growth and Development Curriculum
The “you” messages attack the person you are talking to, immediately putting them on the defensive.
There is a very good chance there will be conflict. I messages allow a person to state their opinion
without placing blame, allowing for a positive conversation.
I-Statement Formula
I felt _____ (emotion) when you or because ______ (specifics!).
I need/want ______ .
(Sometimes add) If you do not I will ______ (consequences).
Tips:
•
•
•
•
•
•
Avoid the use of “never” or “always”.
Be sure to speak only about the specifics of the present situation. Don’t tie to the past unless you
are pointing out a pattern that you want to stop.
Avoid “you-statements” that make someone feel defensive.
Own your feelings and take responsibility for the outcome. If they do not listen, you have the choice
to walk away, find other friends, etc.
Expect uneasy feelings. When you realize you are feeling uncomfortable go back to why you
believed the skill would be helpful to you. Use your head not just your feelings.
Try not to get side-tracked. Go back to your first statement more than once.
Methods of Communication
Communication is a process by which information is exchanged between individuals through a common
system of symbols, signs or behaviors. Most communication is achieved verbally. Verbal communication
can be 1-way or 2-way.
1-way verbal communication: Information is passed from person to person with no opportunity for
feedback. Most television and radio shows are examples of 1-way communication. What are the
exceptions? (Call in shows)
This type of communication does not allow the listener to ask questions that might help them to
understand the message. It does not allow for interactions between people. When communication is 1way the message received by the listener may not be what the speaker intended. For example: A friend
may say, “Cute shirt.” The listener might think that what the speaker meant was, “Babyish shirt.”
June 2015
Page 31
Lesson Number: 3
Grade Level: 7th grade
“Communication, Assertiveness and Negotiation”
Milwaukee Public Schools
Human Growth and Development Curriculum
2-way verbal communication: Information passes verbally from person to person with limited feedback.
The listener can ask for verbal clarification; he or she can ask questions of the speaker. Continuing the
example from above: The listener can ask “Do you think it looks too young on me?”
2-way verbal and visual communication: Information is passed both verbally and visually. The listener
can ask verbal questions and look for visual communication to confirm what they hear. The interaction
between speaker and listener makes it more likely that the message sent will be received in the manner
in which it was intended. If the conversation about the shirt happened over the phone, the listener
could not see the speaker’s face. You can imagine how the expression on the speaker’s face would help
the listener to know if the friend meant what she was saying.
Nonverbal communication: Information is sent through pictures, objects, facial expressions and actions.
Another term for nonverbal communication is body language.
Clarifying the message: Being able to receive a message is just as important as being able to send one.
Listeners must find out whether the message they heard and understood if the message the sender
meant to give. Senders can also be sure that what the listener heard is what they meant to say. Good
communication results when the listener receives the message that the speaker meant to send.
June 2015
Page 32
Lesson Number: 3
Grade Level: 7th grade
“Communication, Assertiveness and Negotiation”
Milwaukee Public Schools
Human Growth and Development Curriculum
Possible Delaying Tactics
Directions: Review the delaying tactics listed below. In the space provided, add additional ones
you think of.
1. Delay Statements – Things you could say:
"I'm not ready."
"It's not the right time."
"Not now."
"Not tonight-I've got a sore throat."
"Sorry, I have to go."
2. Delay Actions – Things you could do:
Chew a cough drop.
Stop kissing.
Look distracted.
Go to the restroom.
Drop something.
Pretend you lost something.
3. Creating Space – Things you could say or do:
"I need to go think about this."
Take a step back.
Cross arms in front of body.
Turn away.
4. Ending the Situation Quickly – Things you could say or do:
"Wow, look at the time!"
"I've got to go now."
Walk away.
Push the person away.
5. Building the Relationship – Things you could say:
"I know this isn't easy for you."
"I'll call you tomorrow."
June 2015
"I like you too.”
"I like you, but I want you to stop.”
Page 33
Lesson Number: 3
Grade Level: 7th grade
“Communication, Assertiveness and Negotiation”
Milwaukee Public Schools
Human Growth and Development Curriculum
Observer Checklist
Name:
Date:
Role Play # _________
1
2
3
4
5
6
REFUSALS
Said “NO”
Bod y Language said “NO”
R e p e a t ed
R e f u s a l
Suggested Alternative
Built the Relationship
DELAYING TACTICS
Used Delay Statement
Used Delay Action
C r e a t e d
S p a c e
Ended the Situation Quickly
Built the Relationship
June 2015
Page 34
Lesson Number: 3
Grade Level: 7th grade
“Communication, Assertiveness and Negotiation”
Milwaukee Public Schools
Human Growth and Development Curriculum
Dear Parent or Guardian,
The development of communications skills is extremely important when someone is trying to express
feelings and thoughts, when someone wants to be hard, or when someone needs to be understood.
Today your child worked on “I” statements. When a person tries to express themselves using “I”
messages it attempts to take away the conflict, stress or blame that comes with a more common form
of communication, “you” messages.
Here are a few examples of “you” and “I” messages:
You message: “You keep telling me how angry you are at him, I know you want me to get involved. You
need to leave me out of this”
I message: “I am curious if when you tell me about your anger at him, you want me to get in the middle
of your argument. I would like to be left out of this.”
Parent “you” message: I come home to see that you didn’t clean the dishes or make your bed. You are
not getting a snack until you take care of your chores.
Parent “I” message: “I felt frustrated when I came into the house this afternoon and saw the dishes in
the sink and the bed unmade. I need them to be done now before you eat your snack.”
The “you” messages attack the person you are talking to, immediately putting them on the defensive.
There is a very good chance there will be conflict. “I” messages allow a person to state their opinion
without placing blame, allowing for a positive conversation.
Practice the “I” statement formula below with your family tonight:
I felt _____ (emotion) when you or because ______ (specifics!).
I need/want ______ .
(Sometimes add) If you do not I will ______ (consequences).
June 2015
Page 35
Lesson Number: 3
Grade Level: 7th grade
“Communication, Assertiveness and Negotiation”
Milwaukee Public Schools
Human Growth and Development Curriculum
Give a few examples of “I” messages your family used:
Do you think “I “ messages are effective? Do you think you will be able to use them in the future?
Thank you for your time and support,
June 2015
Page 36
Lesson Number: 3
Grade Level: 7th grade
“Communication, Assertiveness and Negotiation”
Milwaukee Public Schools
Human Growth and Development Curriculum
Assessment: 7th Grade Lesson 3:
1. What are the three forms of communication? Which one is the most effective?
2. Describe 2 refusal strategies and why they are effective.
June 2015
Page 37
Lesson Number: 4
Grade Level: 7th grade
“Decision Making Process”
Milwaukee Public Schools
Human Growth and Development Curriculum
National Health Education Standards
Primary Focus
Standard 5- Decision Making
Students will demonstrate the ability to use decision-making skills to enhance health.
Secondary Focus
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to
enhance health.
What You Need to Know- lesson objectives:
Students will:
• Review the decision making model and practice using the model to respond to a problem.
Materials:
• Scenario sheet to pass out
• Transparency of the decision making process
Procedure:
1. Review the decision making model. Have a student come up with a problem and solve it together.
One example of a problem that all students and teachers have to address on a daily basis is: “Should I
go to school today,”
2. The students will be trying to make decisions based on different situations. There are situations
provided in the teacher resource section that the students can analyze or they can make their own.
The teacher can decide if groups will all take the same situation or if each will have a different one.
Also, the teacher can decide if groups can make up their own situations or if the class will collectively
create new situations.
3. Have the students get into groups of 3-4. In each group make sure you have a leader, a recorder, a
reporter and a timer. The leader should be making sure everyone is focusing on the topic. The
recorder is writing down the information for the reporter. The teacher can even use this activity as a
group work writing assignment. The reporter is going to have to come up to the front of the room and
let the class know what they talked about in their group work. The timer makes sure they are on
schedule and will be done on time.
4. Give the kids 10-15 minutes to discuss and write out the steps of the decision making process for their
situation.
5. Have one person from each group come up to report. If each group had a different situation make sure
the story is read to the rest of the class before they present their report.
6. Send home the parent letter at the end of this lesson
Grading
A grade can be given on the group work participation, the written report and the group presentation.
Lesson extension writing assignment
Have students spend the next day or two paying attention to the decisions they make. Have them take a
problem they are having and use the steps of the decision making process to solve their problem.
June 2015
Page 38
Lesson Number: 4
Grade Level: 7th grade
“Decision Making Process”
Milwaukee Public Schools
Human Growth and Development Curriculum
The Decision Making Model
1. State the situation that requires a decision – What’s going on?
2. List the possible choices – What are my options?
Choices →
1.
2.
3.
Consequences ↓
Is it safe?
Is it legal?
Is it respectful of
self and others?
Does it follow my
parent’s guidelines
Is it healthy?
How will it affect my
future?
3. Make a decision based on everything you know and act on it. – Choose the best
option and do it.
4. Evaluate your decision. – Think about how it turned out. Can something be
changed now? Next time
June 2015
Page 39
Lesson Number: 4
Grade Level: 7th grade
“Decision Making Process”
Milwaukee Public Schools
Human Growth and Development Curriculum
Possible scenarios
The Prom Decision
Samantha and Tomas have been dating for some time. They are going to prom, and Tomas has rented a
hotel room for a post-prom party. Samantha is faced with a lot of decisions about what she should do,
as she has never had sex before. She is worried that this is how Thomas expects the evening to end.
Alcohol and the Decision
Gary and Jorge think that if they can get Katrina to drink alcohol at their party, she will agree to Gary’s
advances and go upstairs to one of the bedrooms. Katrina has overheard this conversation. Katrina
likes Gary but is not interested in having a sexual relationship with him, especially after hearing about
his plan.
Role Play #1
Tom is 19 and Jane is just turning 16. Jane has liked Tom for a long time, ever since he was the star of
the high school basketball team. Tom has been a real gentleman when they have gone on dates. For his
next birthday he invites her to his apartment for dinner. She has never gone there before and is unsure
about being there alone with him.
Role Play #2
Susie’s first party gets a little out of hand. Tom and his buddy Frank have crashed the party and seem
stoned. They are a little too “hands on” when they are dancing, and some of the girls have threatened
to leave.
Role Play #3
Julius is always pushing Tabitha, whom he has been dating for a year, for sex. She has refused, but she
has agreed to go on a camping trip with five other couples. She is aware that Julius is still interested in
sex and that he thinks it will happen on this trip.
June 2015
Page 40
Lesson Number: 4
Grade Level: 7th grade
“Decision Making Process”
Milwaukee Public Schools
Human Growth and Development Curriculum
Possible options for each story:
The Prom Decision:
1. not go to the hotel with Tomas
2. go to the hotel and bring a condom
3. talk to Tomas about her concerns
4. Talk to her parents about Tomas’s plans
5. Go to the hotel but for only a short time
6. Go to the hotel and just see what happens
Alcohol and the Decision
1. Go to the party and not drink
2. Tell Gary she likes him as a friend but is not interested in anything more
3. Decide not to go to the party
Role play #1
1. Go to the apartment and bring a condom
2. Tell him that her parents have strict rules on going to a boy’s home and they think she should
not go
3. Be willing to go out but not to his house
Role play #2
1. Laugh it off and tell the girls to lighten up and have fun
2. Tell Susie’s parents, who are upstairs, that this is going on and have them help remove Tom and
Frank
3. Tell Tom and Frank to stop or Susie’s parents will kick them out of the party.
Role play #3
1. Be prepared by brining a condom
2. Be willing to sleep next to Julius but in a different sleeping bag
3. Decide to go home when he comes on too strong
June 2015
Page 41
Lesson Number: 4
Grade Level: 7th grade
“Decision Making Process”
Milwaukee Public Schools
Human Growth and Development Curriculum
Dear Parent or Guardian,
We have been practicing the use of the decision-making model that children have
learned since kindergarten. The model is below and can be used to help you and
your child discuss a decision you are facing at home.
The Decision Making Model
1. State the situation that requires a decision - What’s going on?
2. List the possible choices - What are my options? And then
consider the consequences - What would happen if…?
Choices →
1.
2.
3.
Consequences ↓
Is it safe?
Is it legal?
Is it respectful of
self and others?
Does it follow my
parent’s guidelines
Is it healthy?
How will it affect my
future?
June 2015
Page 42
Lesson Number: 4
Grade Level: 7th grade
“Decision Making Process”
Milwaukee Public Schools
Human Growth and Development Curriculum
3. Make a decision based on everything you know and act on it. and Choose the best option and do it.
4. Evaluate your decision. - Think about how it turned out. Can
something be changed now? Next time?
June 2015
Page 43
Lesson Number: 4
Grade Level: 7th grade
“Decision Making Process”
Milwaukee Public Schools
Human Growth and Development Curriculum
Assessment: 7th Grade Lesson 4:
1. List the four steps in the “Decision Making Model”.
June 2015
Page 44
Lesson Number: 6
Grade Level: 7th grade
“Abstinence”
Milwaukee Public Schools
Human Growth and Development Curriculum
National Health Education Standards
Primary Focus
Standard 2 -Analyzing Influences
Students will analyze the influence of family, peers, culture, media, technology and other factors on
health behaviors.
Secondary Focus
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 7 – Self Management
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
What You Need to Know- lesson objectives:
Students will:
• describe personal boundaries of sexual behavior. They will create scenarios where characters
respond to situations by maintaining their personal behavior limits.
• one of the tasks of the teen years is to learn to relate in a mature, intimate and tender way with
other human beings. When experiencing shared sexual pleasure, there comes a point when the
biological drive for sexual fulfillment may overpower one’s consciously set limits, personal
values, sense of responsibility, respect for the other person and desire to adhere to rules. Until
one is able to be responsible for all consequences of sexual behavior, it is safest to set a line
before this point. You choose to abstain from any sexual behavior beyond that line.
Materials:
• Large writing surface
• An 8 1/2 x 11” sign that says “abstinence”
• Have school social worker or councilor available to talk (if available)
Procedure:
1. Brainstorm ways that people show their affection for each other. As the students call out the ways,
organize their answers on a continuum from least intimate to most intimate. Ask them to say at what
point on the continuum they think it would become difficult to stick to choices one might have made
about their personal limits for touching/sexual behavior in a dating relationship.
 Ask: What problems might follow if you move beyond that line? (emotional- regret, stress,
lower self-esteem. physical- if not prepared you may not use protection from pregnancy
and STI)
 Ask: What do you think goes through teens’ minds when they do move beyond that line?
Which of these thoughts are based in fact? (Fact- it feels good, others have done it, I might
get/be pregnant, I can catch a disease, a baby will make my life much harder, etc. Fictionnothing will happen to me, I can stop later, most kids my age have done this, she/he will
love me more for this, etc.) Point out fact- abstaining from oral, anal and vaginal
intercourse is the only 100% method for avoiding STIs and pregnancy.
2. Write the word “Abstinence” on the board with the definition: “Doing without something by one’s
own choice”. Ask the students to write the continuum of affection on a sheet of paper that they will
keep for themselves. Ask them to write the word abstinence at the point on the continuum beyond
which they choose to practice abstinence. As the teacher, you place the word abstinence on the line
drawn on the list on the board. Point out that adults celebrate their growing ability to find ways to
share affection with others. The list up to the point you have chosen for abstinence includes ways you
have identified as positive in your current life situation to show others that you care for them. Some
June 2015
Page 45
Lesson Number: 6
Grade Level: 7th grade
“Abstinence”
Milwaukee Public Schools
Human Growth and Development Curriculum
are reserved for special relationships; others are for your many close friends and acquaintances. The
list beyond the line you have chosen is those behaviors that require a level of responsibility beyond
what you choose to commit yourself to at this point in your life. We all practice abstinence from
some sexual behaviors. Knowing your own line and being prepared to maintain that line is
your responsibility.
3. If students do not mention abusive situations add some of those to the end of the list. Some examples
might involve hitting, slapping, rape, but you could also introduce some mental health things such as
telling your partner who you can and can’t talk to, making fun of your partner in front of friends, etc.
4. Discussion and writing assignment - How do you tell when any of these ways to show affection are
healthy versus not healthy for you? (Can holding hands or hugging ever be unhealthy or inappropriate
in a relationship? What are some consequences of some of these behaviors and why do many people
chose not to do them. When is affectionate behavior really abuse or inappropriate? ) Let the students
know that the social worker or councilor is a person to talk to regarding difficult situations. Create a
story that demonstrates a person maintaining the line of abstinence you have chosen. Create
characters and a situation that offers choices. Show one of the characters making the choices that you
plan to make.
Lesson Extensions:
Videos: “Abstinence: It’s the Way to Go”
June 2015
Page 46
Lesson Number: 6
Grade Level: 7th grade
“Abstinence”
Milwaukee Public Schools
Human Growth and Development Curriculum
National Health Education Standards
Primary Focus
Standard 6- Goal Setting
Students will demonstrate the ability to use goal-setting skills to enhance health.
Secondary Focus
Standard 1- Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 7 – Self Management
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce
health risks.
What You Need to Know:
Students will:
• Analyze the consequences teen sexual activity has on their future.
• Develop a set of goals that can help them become more successful in achieving their goals.
• Develop strategies to avoid situations that might lead to sexual activity
Materials:
1. One packet for each student
Procedure:
1. Introduction: There are different methods to prevent yourself from contracting STIs or getting
pregnant. It is important to know how to keep yourself clear of these problems because they can
greatly affect your future. Ask the students how getting pregnant or an STI might affect their
future.
2. Ask the students if they know the only 100% effective way to prevent pregnancy or to not
contract STIs? The answer is abstinence. Today we are going to talk about abstinence and how it
can positively affect your future.
3. The teacher can pass out the abstinence packet and either guide student’s through it individually
or have the students form small groups and work on it together. If the teacher chooses small
groups then make sure to leave time for reporting at the end of
the class.
4. Students can take home the parent letter and worksheets to have further discussions
with parents.
June 2015
Page 47
Lesson Number: 6
Grade Level: 7th grade
“Abstinence”
Milwaukee Public Schools
Human Growth and Development Curriculum
Name ______________________________
Student Packet
It is important to have goals for your future. It can help prepare you for all the challenges life
might bring your way. Planning for your future at this stage of your life is one of the best
ways to make sure you are on the right course to accomplish your goals.
Why is it important to think about your future now, before you reach adulthood?
____________________________________________________________________________
____________________________________________________________________________
One way to help chart your course is to think about what you are interested in. Consider the
things that interest you most in life. Also think about accomplishments that you have already
achieved.
Things I am most interested in:
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Accomplishing your goals does not just happen by chance. You have to make a plan and stick
to it. Setting goals can help you accomplish your dreams. If you could have three wishes for
your future, what would they be? What are your greatest dreams?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
How does your behavior and work ethic in school now affect your goals for the future?
____________________________________________________________________________
____________________________________________________________________________
June 2015
Page 48
Lesson Number: 6
Grade Level: 7th grade
“Abstinence”
Milwaukee Public Schools
Human Growth and Development Curriculum
Setting your course:
Determine your goals by writing them down.
Education ___________________________________________________________________
Career ______________________________________________________________________
Family ______________________________________________________________________
Determine your plan for achieving your goals.
What steps are necessary to help you get where you want to go? What choices are you
going to have to make now to accomplish your goals? Write down your plan for achieving
your goals.
____________________________________________________________________________
____________________________________________________________________________
Direction:
Every day you make decisions. Some of them will have a significant effect on your life both
for now and the future. List what you believe are the most important decisions that could
affect the future direction of your life.
____________________________________________________________________________
Do you believe that sexual activity could have any short or long-term consequences on the
future direction of your life? Why?
____________________________________________________________________________
____________________________________________________________________________
What are some permanent consequences of teen sexual activity that will make it much harder
to reach your goals?
____________________________________________________________________________
If you or someone you know has chosen not to be sexually active, what are some of the reasons
for this decision?
____________________________________________________________________________
____________________________________________________________________________
June 2015
Page 49
Lesson Number: 6
Grade Level: 7th grade
“Abstinence”
Milwaukee Public Schools
Human Growth and Development Curriculum
Can a person who is currently sexually active or who has been sexually active in the past still
choose to be abstinent? Explain.
____________________________________________________________________________
____________________________________________________________________________
Abstinence: Sexual abstinence is a choice to refrain from sexual activity. The most common
meaning of sexual abstinence is not having sexual intercourse, vaginal or anal. Oral sex can be
considered sexual activity and would therefore be included as an activity to stop if you make the
decision to be abstinent. It is important to discuss with your partner what abstinence means to
you, especially if you are developing a new relationship.
Statement: Abstinence is the only 100% effective way to protecting you from the
physical, emotional and social consequences of sex including teen pregnancy
and STIs.
Is this a statement of opinion or fact? Explain:
____________________________________________________________________________
____________________________________________________________________________
Who is responsible for determining if you are abstinent? ______________________________
Most teens surveyed who have been sexually active with they would have waited? Why do
you think this is?
____________________________________________________________________________
____________________________________________________________________________
Reflection:
I think that if I were to get pregnant, or get someone pregnant as a teenager:
_____ It wouldn’t have any effect on the future direction of my life.
_____ It would have an effect on the future direction of my life.
I think that if I were to get pregnant, or get someone pregnant as a teenager:
_____ My circumstances would have no effect at all on my child.
_____ My circumstances would put my child at a disadvantage compared to other children.
I think if I catch an STI from a sexual partner:
_____ I will not be affected by the experience in any way.
_____ I may be affected physically, emotionally, mentally or socially by the experience.
June 2015
Page 50
Lesson Number: 6
Grade Level: 7th grade
“Abstinence”
Milwaukee Public Schools
Human Growth and Development Curriculum
ABSTINENCE AND STIs
Remember: Abstinence is the only 100% effective way to avoid any risk of
pregnancy and STI’s.
1. Do you think that condoms provide compete “protection” from pregnancy and STIs?
_____ yes
_____ no
_____ not sure
Why?
2. If a condom is used is it still possible to become (or to get someone) pregnant?
_____ yes _____ no _____ not sure
Why?
3. Is it still possible to contract STIs including HIV while using condoms?
___ yes ____ no ____ not sure
Why?
4. If a condom is used correctly, every single time a couple has sex, before any physical
contact begins, is it likely they will pass STIs including HIV?
___ yes ____ no ____ not sure
Why?
If you were to choose to be sexually active, is it possible that some things may happen to you that
you didn’t expect? In each of the four categories listen below, write down some of the possible
consequences that can happen to you in each category.
Physical
Emotional
What can happen to my body?
How I feel about myself
June 2015
Mental
What I now think about
Social
How it affects my
relationships with family
and friends
Page 51
Lesson Number: 6
Grade Level: 7th grade
“Abstinence”
Milwaukee Public Schools
Human Growth and Development Curriculum
Do condoms provide protection from any of the emotional consequences listed? ___yes ___ no
Do condoms provide protection from any of the mental consequences listed?
Do condoms provide protection from any of the social consequences listed?
___ yes ___ no
___ yes ___ no
If you don’t want STIs or any of the other negative consequences you have listed to happen to
you, what would you say is the best way to protect
yourself?________________________________________
If you start being sexually active, you are likely to have more partners throughout your life. What
happens to your likelihood of getting pregnant or STIs when you have more sexual partners?
Why?
For most young people, the best advice is to wait. The longer you wait, the fewer partners you
will have and the more likely not to experience an unplanned pregnancy and will avoid sexually
transmitted infections.
June 2015
Page 52
Lesson Number: 6
Grade Level: 7th grade
“Abstinence”
Milwaukee Public Schools
Human Growth and Development Curriculum
Dear Parent or Guardian:
Your son or daughter has been talking about the importance and the benefits
of abstinence in Health class. Believe it or not, research clearly states that
you are still the number one influence on your child’s thoughts and behaviors
regarding sexual activity. Make your expectations clear, set them high, and
your child is more likely to strive for those expectations. If the message of
abstinence is taught in the home and reinforced at school then your child will
have that message from many different trusted and respected adults.
Take a look at the abstinence student packet. Are there any surprises? List
them below:
If you would like any assistance on how to talk to your child about abstinence
there are resources on our web site: www.wellnessandpreventionoffice.org.
You can request abstinence pamphlets or look in the “Introduction to 6th
grade through high school” section for other parenting tips.
Thank you for your continued support,
June 2015
Page 53
Lesson Number: 6
Grade Level: 7th grade
“Abstinence”
Milwaukee Public Schools
Human Growth and Development Curriculum
Assessment: 7th Grade Lesson 6:
1. Define abstinence.
2. List (1) educational goal. Explain how sexual activity may impact achieving goal.
June 2015
Page 54
Lesson Number: 7
Grade Level: 7th grade
“Warning Signs”
Milwaukee Public Schools
Human Growth and Development Curriculum
National Health Education Standards
Primary Focus
Standard 7 – Self Management
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce
health risks.
Secondary Focus
Standard 1- Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 5 – Decision Making
Students will demonstrate the ability to use decision-making skills to enhance health.
What You Need to Know:
***TRIGGER WARNING***
It is important to inform your students, when beginning a discussion on sexual violence, sexual abuse,
assault, rape and/or abusive relationships that these topics can be upsetting and disturbing to some people.
If a school counselor, school psychologist, or social worker is available to sit in with your class during
these discussions, they may be helpful in supporting or removing individuals who are having trouble
during these conversations and role plays. Students who have witnessed or experienced violence or abuse
in their past relationships or families may be triggered back into the trauma of their past. You may choose
to give students permission to quietly remove themselves if they are feeling upset, so they may go talk to
the school counselor, school psychologist, or social worker. Following up with these individuals later, in
private, will help you determine if more support or intervention is needed to help a student handle,
recover from or get out of an abusive relationship or situation.
Students will:
• Demonstrate an understanding of the characteristics of good and bad relationships by teacher
observation while performing a skit during class.
Materials:
• One sheet for each student of the warning signs and reasons teens stay sheet
• Power wheel overhead and handouts
Procedure:
Warning Signs
1. Pass out the two warning sign sheets, go around the room and have the students read them.
2. The teacher can add any clarifying statements after each example is given.
3. Remind students that relationships do not often start with abuse, but warning signs will start to
show up little by little.
Skits
1. Get in a group of 4-6 students. Give students about 15 minutes to develop their skits. Make up a
skit in which a boy and girl are in a conversation.
2. Have one or both people in the group display signs of someone who may become violent.
3. The aggressor should display at least 3 warning signs of a partner who might become violent.
4. Then have the victim talk to their friends asking for advice.
5. After the friends ask why the victim will not leave the abuser, have the victim use at least 2 of the
reasons people stay in relationships.
6. Finally have the friend give advice on how to get out.
7. After a group is done presenting, have the other groups in the class share which warning signs
and reasons for staying in the relationship that were displayed in the skit.
8. Repeat the process for each group
June 2015
Page 55
Lesson Number: 7
Grade Level: 7th grade
“Warning Signs”
Milwaukee Public Schools
Human Growth and Development Curriculum
9. Have a brief discussion about the similarities and differences in the skits. Which warning signs
were displayed often? Which reasons for staying were given often?
Power Wheel
1. After the class has gotten the room back in order, have students read the power wheel. It’s a good
final activity that can give one last message that there are many subtle and not so subtle ways that
someone can try and control you.
2. Throughout reading, ask class to add other behaviors they would add to the wheel that could be
considered abusive. Remind students that one or two of these behaviors in a relationship may not
mean it is abusive but they should think about if that is healthy to do with a partner and what to
do or how to get help if they think their relationship is unhealthy. Common example of unhealthy
behaviors that are considered ‘normal’ and healthy by many: jealousy and control over contact
with other people is equated to love and caring in teen relationships.
3. There are probably many of the students who know a friend, mom, dad, sister, brother, or cousin
who has had at least some of these things happen to them.
4. Finish off the lesson by reminding the students that there are plenty of places to get help. Go over
some of the resources they have available.
June 2015
Page 56
Lesson Number: 7
Grade Level: 7th grade
“Warning Signs”
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Milwaukee Public Schools
Human Growth and Development Curriculum
Warning Signs of a Partner Who May Become Violent
wants to get serious quickly, will not take no for an answer
is controlling and bossy. makes the decisions, does not take the others opinions seriously. uses
put –downs when alone or with friends.
makes partner feel guilty, “if you really love me, you would…”
blames the victim for what is wrong, “it’s because of you that I get so angry.”
apologizes for violent behavior, “I’ll never do it again.”
abuses alcohol and drugs
tends to use violence to solve their problems
Why Teens Stay in Violent Relationships
afraid parents will make them break up
embarrassed or ashamed
afraid violence will get worse if they try to end it.
think it is their fault
think it is normal, no experience with relationships
believe that being with someone is the most important thing in their life.
think no one will believe them
thinks that they do not have any other friends
Signs of Physical Abuse- Does anyone you know:
•
Punch, shove, bite, cut, choke, kick, burn or spit on you?
•
Threaten or hurt you with an object or deadly weapon (a gun, knife, baseball bat, brick, chain,
hammer, scissors, rope, belt buckle, extension cord, branch, bottle, acid, or scalding water)?
Abandon you or lock you out of the house?
Neglect you when you are sick or pregnant?
Endanger you through reckless driving?
•
•
•
Signs of Sexual Abuse- Does anyone you know:
•
•
•
•
•
Force you to have sex when you don't want to?
Force you to perform sexual acts you don't like?
Force you to have sex with or to watch others?
Threaten to hurt you if you don't desire sex?
Commit sexual acts that you consider harmful?
Signs of Destructive Acts- Does anyone you know:
•
•
•
Break furniture, flood rooms, ransack or dump garbage in your house?
Kill pets to punish or frighten you?
Destroy clothing, jewelry, family photos or other personal items that he knows
are important to you?
June 2015
Page 57
Lesson Number: 7
Grade Level: 7th grade
“Warning Signs”
Milwaukee Public Schools
Human Growth and Development Curriculum
Signs of Emotional Abuse- Does anyone you know consistently say or do
things that shame, embarrass, ridicule or insult you and say:
•
•
•
•
•
•
•
•
•
•
•
•
•
June 2015
“You're stupid, filthy, lazy, fat, ugly, nasty, silly, etc.”
“You can't do anything right.”
“You'll never get a job.”
“You don't deserve anything.”
“Who'd want you?”
Does your partner:
Withhold affection to punish you?
Threaten to hurt you?
Forbid you to work, handle your own money, make decisions or socialize with
your friends?
Force you to give up your personal possessions?
Tell you about his or her other partners to make you jealous?
Accuse you of having affairs?
Undermine your sense of power or confidence?
Manipulate you with lies, contradictions or promises?
Page 58
Lesson Number: 7
Grade Level: 7th grade
“Warning Signs”
Milwaukee Public Schools
Human Growth and Development Curriculum
Power Wheel
Minimization &
Blame
Intimidation
Possessiveness
Humiliation
Power &
Control
Sexual Abuse
Physical Abuse
Domination
Threats
June 2015
Page 59
Lesson Number: 7
Grade Level: 7th grade
“Warning Signs”
Milwaukee Public Schools
Human Growth and Development Curriculum
Power & Control Key Ideas
Intimidation
Yelling or screaming
Using a threatening tone
Talking down
Threatening to hurt yourself or your partner
Making your partner feel afraid
Tearing up pictures
Smashing gifts
Destroying objects
Sexual abuse
Bragging about your sexual relationship
Comparing your partner to past partners
Flirting to make your partner jealous
Using drugs/alcohol to get sex
Pressuring your partner
Rape
Physical Abuse
Holding your partner so they can’t leave
Slamming them into a wall or locker
Hurting your partner where bruises don’t show
Grabbing
Slapping
Hitting
Shoving
June 2015
Page 60
Lesson Number: 7
Grade Level: 7th grade
“Warning Signs”
Milwaukee Public Schools
Human Growth and Development Curriculum
Punching
Kicking
Threats
Saying you can’t live without your partner
Telling your partner you will leave them somewhere if they
don't do what you say
Constantly threatening to find someone else
Saying you will commit suicide if you breakup
Domination
Treating your partner like a baby, property, or servant
Making all of the decisions
Having expectations that no one can meet
Controlling who your partner sees or spends time with
Setting all of the rules in the relationship
Humiliation
Putting down your partner
Calling your partner names
Constant criticism
Making your partner feel like they are crazy
Humiliating your partner in front of people
Making your partner feel guilty
Embarrassing your partner
Possessiveness
June 2015
Using jealousy as a sign of love
Page 61
Lesson Number: 7
Grade Level: 7th grade
“Warning Signs”
Milwaukee Public Schools
Human Growth and Development Curriculum
Accusing your partner of cheating on you
Not letting your partner have other friends
Telling your partner how to think, dress, and act
Minimization & Blame
Not accepting responsibility for your actions
Making a job when you hurt your partner
Telling your partner everything is their fault
Acting like abuse is okay in the relationship
Add any other behaviors
you think would fit on the
Power and Control wheel
June 2015
Page 62
Lesson Number: 8
Grade Level: 7th grade
“Sexual Abuse”
Milwaukee Public Schools
Human Growth and Development Curriculum
Lesson 8 Sexual Abuse
National Health Education Standards
Primary Focus
Standard 7 – Self Management
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce
health risks.
Secondary Focus
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 3 – Accessing Information
Students will demonstrate the ability to access valid health information and products and services to
enhance health.
What You Need to Know- lesson objectives:
***TRIGGER WARNING***
It is important to inform your students, when beginning a discussion on sexual violence, sexual abuse,
assault, rape and/or abusive relationships that these topics can be upsetting and disturbing to some people.
If a school counselor, school psychologist, or social worker is available to sit in with your class during
these discussions, they may be helpful in supporting or removing individuals who are having trouble
during these conversations and role plays. Students who have witnessed or experienced violence or abuse
in their past relationships or families may be triggered back into the trauma of their past. You may choose
to give students permission to quietly remove themselves if they are feeling upset, so they may go talk to
the school counselor, school psychologist, or social worker. Following up with these individuals later, in
private, will help you determine if more support or intervention is needed to help a student handle,
recover from or get out of an abusive relationship or situation.
Students will:
• demonstrate their understanding of sexual abuse and the use of assertive
communication in potentially threatening situations through drama.
Materials:
• Handouts:
o Assault and Abuse Information Sheet
o Guidelines to “Teens and the Law”
o What You Can Do to Avoid Situations That Might Lead to Date Rape
o Wisconsin Sex Offender Laws
o Real Men Don’t Rape
• 2 copies of "Are You Asking For It?"
Procedure:
1. Read the short conversation “Are You Asking for It?” with a student taking the role of Mr.
Smith.
2. Tell the students that today’s lesson will look at sexual abuse and harassment. Ask students to
think about the following questions related to the reading:
• Did Mr. Smith deserve to be robbed? (Discuss why or why not)
• What reasons did the lawyer give to say Mr. Smith might have been “asking for it”?
• Do you think this kind of argument would ever work for a robbery trial?
June 2015
Page 63
Lesson Number: 8
Grade Level: 7th grade
“Sexual Abuse”
Milwaukee Public Schools
Human Growth and Development Curriculum
•
What are situations where people get blamed for “asking for it”? (getting hit or beaten up for
not behaving or not following a group or gang expectation, sexual harassment or abuse, etc)
Tell students that sometimes when a person is sexually abused, people may use the same
ridiculous explanations that the lawyer used to say it was the victim’s fault. (Where they were,
they didn’t fight back, they have been sexually active before, what time of day it was, what they
were wearing, etc.) It is never fair or right to harm someone else unless it is self-defense. (When
you cannot get away and need to protect yourself). It is illegal to harm someone. It is called
abuse. If the abuse is sexual in nature, it is called sexual abuse. No matter what a person says or
wears, it is illegal to sexually abuse them. No one asks for sexual abuse! The victim is never at
fault in such cases. The other person is totally responsible for their actions.
3. Read through worksheets:
• What You Can Do to Avoid Situations That Might Lead to Date Rape
• Real Men Don't Rape
4. Statistics group work
• Have the students get into groups of 3-4
• Pass out Teen Sexual Assault and Abuse Information Sheet
• Have students pick two statistics they found most surprising in each statistics list set. Have
them explain why they find the statistics surprising.
• Have one person from each group report
5. Sex Offender Registry and Sexual Assault Laws worksheets– use for teacher reference
• Do not hand out Sex Offender Registry & Sexual Assault Laws worksheet to students, use
information as clarification for student questions about laws and consequences.
• Lead classroom discussion to help students define: what is sexual intercourse? What is sexual
contact? How old do you have to be to legally consent to sexual contact and intercourse in
WI? What is consent?
• Tell the class that any person, even if they are also under the age of 18, who has sexual
intercourse with a person under the age of 18 could be arrested and charged with sexual
abuse of a minor and therefore may be forced to register as a sexual offender for life.
Lesson Extensions:
Videos: Planned Parenthood - Wausau video on the law and teen sexual behavior- 414-289-3767 for
Milwaukee-based Maurice Ritz lending library at Planned Parenthood.
Guest Speakers:
Pathfinders (414) 964-2565
Planned Parenthood of WI Community Education Department (414) 289-3786
Sexual Assault Treatment Center (414) 219-5555
Web sites: Wisconsin Coalition Against Sexual Assault www.wcasa.org
June 2015
Page 64
Lesson Number: 8
Grade Level: 7th grade
“Sexual Abuse”
Milwaukee Public Schools
Human Growth and Development Curriculum
Are You Asking For It?
Harper's magazine carried an item from the American Bar Association Journal declaring that few rapists
are punished for their crime; only one in ten rapes are reported and only one out of eight reported
rapes ends in a conviction. In a dialogue to demonstrate why most rape victims prefer not to press
charges, the article asks us to imagine a robbery victim undergoing the same kind of cross-examination a
rape victim experiences:
Lawyer: "Mr. Smith, you were held at gun point on the corner of First and Main?"
Mr. Smith: "Yes."
Lawyer: "Did you struggle with the robber?"
Mr. Smith: "No."
Lawyer: "Why not?"
Mr. Smith: "He was armed."
Lawyer: "Then you made a conscious decision to go along with his demands rather than fight?"
Mr. Smith: "Yes."
Lawyer: "Did you scream? Cry out?"
Mr. Smith: "No. I was afraid."
Mr. Smith: "No."
Lawyer: "Have you ever given money away?"
Mr. Smith: "Yes, of course."
Lawyer: "And this time you gave your money away again?"
Mr. Smith: "What are you getting at?"
Lawyer: "Well, let's put it like this, Mr. Smith. You've given money away in the past. In fact, you have
quite a reputation for generosity. How can we be sure you weren't planning on having your money
taken by force?"
Mr. Smith: "Listen, if I wanted..."
Lawyer: "Never mind. What time did this hold up take place?"
June 2015
Page 65
Lesson Number: 8
Grade Level: 7th grade
“Sexual Abuse”
Milwaukee Public Schools
Human Growth and Development Curriculum
Mr. Smith: "About 11:00 p.m."
Lawyer: "You were out on the street at 11:00 p.m.? Doing what?"
Mr. Smith: "Just walking."
Lawyer: "Just walking? You know that it's dangerous being out on the street that late at night. Weren't
you aware that you could have been held up?"
Mr. Smith: "I hadn't thought about it."
Lawyer: "I see. What were you wearing?"
Mr. Smith: "Let's see...a suit. Yes, a suit."
Lawyer: "An expensive suit?"
Mr. Smith: "Well, yes, I'm a successful lawyer, you know."
Lawyer: "In other words, Mr. Smith, you were walking around the streets late at night in a suit that
practically advertised the fact you might be a good target for some easy money, isn't that so? I mean, if
we didn't know better, Mr. Smith, we might even think that you were asking for this to happen, don't
you agree?"
June 2015
Page 66
Lesson Number: 8
Grade Level: 7th grade
“Sexual Abuse”
Milwaukee Public Schools
Human Growth and Development Curriculum
Teen Sexual Assault and Abuse Information Sheet
Sexual violence is any act (verbal and/or physical) which breaks a person's trust and/or safety and is
sexual in nature. The term "sexual violence" includes: rape, incest, child sexual assault, ritual abuse, date
and acquaintance rape, marital or partner rape, sexual harassment, exposure, and voyeurism.
Victims/survivors of sexual assaults are forced, coerced and/or manipulated to participate in the unwanted
sexual activity. Adolescent women are at a higher risk for sexual violence than any other age group. Part
of the reason for this is the large number of date/acquaintance rapes which occur at this age. This is
coupled with the fact that many adolescents are victims of sexual abuse and incest as well. Due to past or
ongoing sexual abuse, teens with these experiences are more likely than their non-abused peers to
participate in "delinquent" teenage behaviors including those which result in school problems, conflict
with authority, early sexual behavior and eating problems. These behaviors may help the teen escape
from jeopardy and/or serve as a cry for help.
Date/acquaintance rape is sexual assault perpetrated by someone known to the victim such as: a friend, an
employer, a date or someone the victim/survivor recently met. It is almost entirely perpetrated by males
against females. It is NEVER the victim/survivor's fault no matter what she wore, where she was,
whether or not she fought back or whether or not she was drinking. The perpetrators are 100% responsible
for their actions. Rape, including date/acquaintance rape, is violence where sex is used as the weapon.
Date/acquaintance rapists often believe myths such as: women owe men sex if they spend money on her;
some women play hard to get and say "no" when they mean "yes" and women enjoy being pursued by an
aggressive male.
Individuals who have been assaulted and/or abused by someone they know may feel guilty or responsible
for the abuse, feel betrayed, question their judgment and have difficulty trusting people. Recovery from
an assault can be assisted by contacting an advocate who understands the needs of sexual assault victims.
Many communities have rape crisis centers with 24-hour counseling and advocacy services. Adolescents
who are being sexually abused can contact the 24-hour National Child Abuse Hotline for assistance and
referral: 1-800-422-4453.
June 2015
Page 67
Lesson Number: 8
Grade Level: 7th grade
“Sexual Abuse”
Milwaukee Public Schools
Human Growth and Development Curriculum
HERE ARE THE NATIONAL FACTS:
© National Sexual Violence Resource Center 2012. All rights reserved.
June 2015
Page 68
Lesson Number: 8
Grade Level: 7th grade
“Sexual Abuse”
Milwaukee Public Schools
Human Growth and Development Curriculum
HERE ARE THE FACTS FOR WISCONSIN:
Based on Reports made to Law Enforcement in 2009:
•
•
•
•
A total of 4,633 sexual assaults were reported to law enforcement agencies in 2009, down
from 4,650 in 2008.
Forcible Fondling was the most reported sexual assault, accounting for 43% of total sexual
assaults. The second highest reported type of sexual assault was forcible rape (24%),
followed by statutory rape (18%) and forcible sodomy/oral sex (11%).
The victim residence and the offender residence combined (62%) were the most common
sites for sexual assault, comprising nearly two-thirds of reported assault locations.
Weapons (including hands/fists, drugs, blunt objects, etc) were used in less than 5% of all
reported sexual assaults; the vast majority of victims sustained no physical injury
Victims
•
•
•
•
Between 2005 and 2009, Juveniles were consistently three times more likely than adults to
be victims of sexual assault; juveniles 15 and under represent over two thirds of all victims in
2009.
11-15 year olds were the highest victimized age groups (40%) for all reported sexual
assaults in 2009.
Over 84% of all victims were female.
In the majority of sexual assaults, the victim and offender were of the same race; over 80%
of victims identified as White. The next most victimized race group was Black victims (16%).
Offenders
•
•
•
•
The most often reported perpetrator of sexual assaults was an acquaintance of the victim;
over 90% of sexual assaults were committed by someone known to the victim.
More than 92% of reported offenders were male.
71% of reported sexual assaults were committed by White offenders; 22% of were
committed by Black offenders.
Two-thirds of reported sexual assault offenders were between the ages of 11 and 30, with
26% of offenders between the ages of 16 and 20.
•
This fact sheet was compiled in June 2010. WCASA is a membership organization of sexual assault centers, other
organizations, and individuals throughout Wisconsin working to end sexual violence. For information sheets on other
topics or to become a member, contact WCASA, 600 Williamson St., Suite N-2, Madison, WI 53703, (608)257-1516,
www.wcasa.org. For more information about sexual assault or to receive support with a sexual assault experience,
contact your local sexual assault program. This sheet may be reproduced in its original format only. This information
does not constitute legal advice.
June 2015
Page 69
Lesson Number: 8
Grade Level: 7th grade
“Sexual Abuse”
Milwaukee Public Schools
Human Growth and Development Curriculum
What You Can Do to Avoid Situations That Might Lead to Date Rape
•
•
•
Set sexual limits. It is your body, and no one has the right to force you to do anything you do not want
to do. If you do not want someone to touch you or kiss you, for example, you can say "Take your
hands off me," or "Don't touch me," or "If you don't respect my wishes right now, I'm leaving."
If someone is pushing your limits to go further sexually then you feel comfortable and you feel safe to
do so, be loud in protesting, leave, go for help. Do not wait for someone else to rescue you or for
things to get better. If it feels uncomfortable, leave quickly.
Be aware of specific situations in which you do not feel relaxed and in charge.
Trust your gut-level feelings. If you feel you are being pressured, you probably are and you need to
respond. If a situation feels bad or you start to get nervous about the way your date is acting, confront
the person immediately or leave the situation as quickly as possible.
Be aware that alcohol and drugs are often related to acquaintance rape.
If you are unsure of a new acquaintance, go on a group or double date.
Have your own transportation, if possible or taxi fare.
Be careful when you invite someone to your home or you are invited to their home, especially if no
one else is home and you will be alone together.
Avoid secluded places where you are in a vulnerable position.
Think about the pros and cons of dating much older people.
•
Socialize with people who share your values.
•
Talk openly about sex, and keep talking as you get further into a relationship.
Be careful not to let alcohol or other drugs decrease your ability to take care of yourself and make
sensible decisions.
Trust your gut feelings. If a place or the way a date acts makes you nervous or uneasy,
get out.
Go out on a first date or a blind date with friends. Insist on going to a public place like a movie,
sporting event, or restaurant. Carry money for a phone call and taxi, or have a ride arranged with a
friend or adult you trust.
Don't leave a party, concert, game, or other social occasion with someone you just met or don't
know well.
Do not arrange to meet up with someone you have been chatting with on the Internet, even if you
have exchanged pictures and feel like you trust them or are in a relationship with them.
Take a look at the people around you and be wary of anyone who puts you down, or tries to control
how you dress or your choice of friends.
Become an ally and educate others about rape and violence.
Always get your own drink and watch it being poured.
Never leave your drink unattended. If you need to use the restroom and can't take your drink with
you, leave it with a trusted friend—not a new date!
If your drink tastes funny, do not drink it. Dispose of it to keep others from dinking it.
Keep in mind that most drugs used to spike a drink are colorless and tasteless; therefore, keeping
your drink within sight is paramount.
Be aware of how your friends are acting. If they are drinking or using drugs, do not let them go off
with someone alone, make a promise to stay together and watch out for each other, before the
evening begins and people start to ‘party’.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
June 2015
Page 70
Lesson Number: 8
Grade Level: 7th grade
“Sexual Abuse”
Milwaukee Public Schools
Human Growth and Development Curriculum
What Should You Do If Someone Tries to Force Sexual Activity on You?
•
Say "no" strongly. Do not smile; do not act friendly or polite.
•
Say something like "Stop it. This is rape." This might shock the rapist into stopping.
•
Assess the situation. Figure out how you can escape. Are there any other people around?
•
Look for an escape route. If you can figure out a way to distract the person you can sometimes escape.
•
Act quickly, if possible. The longer you stay in the situation, the fewer your options.
•
Ask yourself if it is safe to resist. This is a critical question. People who fight back initially, who
hit and scream, have a much higher chance of avoiding the successful completion of an assault
than people who plead or try to talk their way out of the situation.
•
Say you have to use the bathroom, and then leave.
•
Shout "fire." If you shout "help," some people will tend not to want to be involved in someone
else's problem. "Fire" concerns them, and they are more likely to respond.
•
Use intimidation (lie: say that your parent is on the way home; say you have herpes or an STD).
June 2015
Page 71
Lesson Number: 8
Grade Level: 7th grade
“Sexual Abuse”
Milwaukee Public Schools
Human Growth and Development Curriculum
Relationship Red Flags
There are some things which are red flags in relationships. A partner who doesn’t respect you
and your boundaries are more likely to be sexually aggressive or abusive. Watch out for...
...a partner who does not listen to you, ignores what you say, talks over you or pretends not
to hear you.
… a partner who ignores your personal space and boundaries.
...a partner who expresses anger or aggression towards people of your gender, race,
religion etc. as individuals or in general. Hostile feelings can easily be translated into
hostile acts.
...a partner who does what they want regardless of what you want. If a person does this
in little ways--for example, if they make all the decisions about what to do and where to
go without asking your opinion--then they may also be likely to make the decision about
whether you are ready to have sex.
...a partner who tries to make you feel guilty, or accuses you of being "uptight" if you
resist their sexual overtures.
...a partner who acts excessively jealous or possessive.
...a partner who haswrong or unrealistic ideas about gender roles and what people are
supposed to do based on their gender (for example, "women are meant to serve
men"). area person like this is not likely to take your objections seriously.
...a partner who drinks or uses drugs heavily. When a person is drunk or high they can
get sexually aggressive, angry or violent if they are rejected.
What You Should Avoid to Not Force Sex on Anyone.
You’ve learned a lot about what you can do if you are in a relationship that is unhealthy
or abusive. Doing any of the following would be considered rape and you could be
charged with sexual assault:
...do not have sex with anyone without their explicit consent, every single time, for
every act of sexual contact.
…do not have sex with someone who is so drunk or high they are slurring words,
falling down, throwing up etc. Do not give someone drugs or alcohol so they will
‘loosen up’ and have sex with you.
...do not have sex with a person who is passed out or sleeping.
…do not use a person’s vulnerability or fragile emotional state to have sex with them.
…don’t’ pay for a date with the intent of them having to have sex to pay you back.
…don’t pressure or guilt someone into having sex with you, even if they have
consented to sex with you in the past. This is sexual assault.
…if your partner doesn’t give you explicit consent, says ‘no.’ freezes up or tries to get
away, don’t have sex with them.
June 2015
Page 72
Lesson Number: 8
Grade Level: 7th grade
“Sexual Abuse”
Milwaukee Public Schools
Human Growth and Development Curriculum
Where to get help
WISCONSIN COALITION AGAINST SEXUAL
ASSAULT, INC.
~Provides information and referrals to sexual
assault agencies throughout Wisconsin~
600 Williamson St, Ste. N-2
Madison, Wisconsin 53703
Phone (608) 257-1516
TTY (608) 257-2537
Fax (608) 257-2150
[email protected]
Milwaukee
SEXUAL ASSAULT TREATMENT CENTER (SATC)
~In an emergency, for treatment, access SATC
through Aurora Sinai Emergency room at 13th &
State St.~
960 N. 12th Street, Room 2120, Heart Institute
Milwaukee, WI 53201
Phone: (414) 219-5850
Crisis Line: (414) 219-5555
TTY: (414) 219-7570
www.aurorahealthcare.org
Milwaukee
PATHFINDERS
4200 N. Holton St.
Milwaukee, WI 53212
Phone: (414) 964-2565
Crisis Line: (414) 271-9523
TTY: (414) 271-0102
www.pathfindersmke.org
June 2015
Page 73
Lesson Number: 8
Grade Level: 7th grade
“Sexual Abuse”
Milwaukee Public Schools
Human Growth and Development Curriculum
Teacher Reference ONLY
GUIDELINES ON “TEENS” AND THE LAW
This information does not constitute legal advice.
QUESTIONS
RESPONSES
“SEXUAL INTERCOURSE:” In Wisconsin, can an
According to Wisconsin law, it is illegal for any
individual engage in “sexual intercourse” with a minor, person, regardless of their age, to engage in sexual
a child who has not yet attained the age of 18? What if
intercourse with a child who has not yet attained
the two individuals are both 16 or 17 years of age?
the age of 18. This means that two teens, both aged
16, who say that the sexual intercourse is voluntary
still risk prosecution.
•
•
“SEXUAL CONTACT” AGE 0-16: In Wisconsin, can
a person engage in “sexual contact” with a child aged 016 years of age?
“SEXUAL CONTACT” AGE 16-18: In Wisconsin,
can an individual engage in “sexual contact” with a child
aged 16-18 years of age?
CHILD ABUSE RESTRAINING ORDER: Can a
parent or guardian obtain a Child Abuse Restraining
Order (WI s. Section 813.12) against the person with
whom their 16 or 17 year old child is engaging in sexual
intercourse? (For example a parent wants to get the
Child Abuse Restraining order against 16-year-old
daughter’s 26-year-old “boyfriend.”)
MANDATED
It is considered 1st degree sexual assault if the child has
not yet attained the age of 13.
It is considered 2nd degree sexual assault if the child has
not yet attained the age of 16.
It is considered a Class A misdemeanor if the child is 16
or older.
(WI statutes 948.02, 948.09.)
It is illegal for any person, regardless of their age, to
have “sexual contact” with a person under 16 years of
age. (WI s. 948.02.)
Wisconsin statutes are silent as to whether a child aged
16 or older may consent to “sexual contact.” This has
been interpreted to mean that “sexual contact” with a
child 16 or older is not automatically against the law.
No, because the definition of “child abuse” used to
provide reasons for the Restraining Order does not
include the sexual assault law referring only to 16 and
17 year olds. (WI s. 948.09) (Whoever has sexual
intercourse with a child who is not the defendant’s
spouse and who has attained the age of 16 is guilty of a
Class A misdemeanor.)
REPORTING:
Do mandated reporters report “voluntary” sexual intercourse between 16 and 17 year olds?
•
•
•
Mandated reporters are required to report “child abuse” or “neglect.” The definition of “child abuse” does not
include the sexual assault law referring only to 16 and 17 year olds, s. 948.09 (Whoever has sexual intercourse
with a child who is not the defendant’s spouse and who has attained the age of 16 is guilty of a Class A
misdemeanor.) This exclusion has been interpreted to mean that “voluntary” sexual activity of a 16 or 17
year old, though still illegal, need not be reported as child abuse; UNLESS the reporter suspects such things
as: that coercion has been used, the sexual intercourse occurred or is likely to occur with someone who is in a
position of power or authority over the teen, or he or she has reasonable doubt as to the voluntariness of
the child’s participation in the sexual contact or intercourse. These ideas about when a mandated reporter may
want to report are not Wisconsin law, they are only ideas to consider when talking with a 16-17 year old about
their sexual activity.
However, if a reporter suspects any elements under Wisconsin’s sexual assault laws s. 940.225, such as use of
force or non-consent, the reporter shall report the sexual abuse.
Social workers for child protective services (CPS) can be good resources! You may call CPS workers with
questions about when to make a report. Asking a question is not reporting. However remember that if you give
identifying information about a possible victim or offender, CPS must move forward on your statements.
This information sheet was created in 1999 by the Wisconsin Coalition Against Sexual Assault (WCASA). WCASA is a
membership organization of sexual assault centers and other organizations and individuals throughout Wisconsin working to end
sexual violence. For information sheets on additional topics or for membership information, contact WCASA, 600 Williamson
St. Suite N2, Madison, WI, 53703. Phone/TTY: 608-257-1516 Fax: 608-257-2150. Information sheets can be downloaded from
our website www.wcasa.org. This may be reproduced with reference to WCASA.
June 2015
Page 74
Lesson Number: 8
Grade Level: 7th grade
“Sexual Abuse”
Milwaukee Public Schools
Human Growth and Development Curriculum
According to Wisconsin law, it is illegal for any person, regardless of their age, to engage in sexual
intercourse with a child who has not yet attained the age of 18 years.
1st Degree Sexual Assault= Class B felony:
• Considered 1st degree sexual assault if the
child has not reached 13 yrs
• Has sexual contact/ intercourse with
another person that results in pregnancy
or bodily harm to that individual
• Has sexual contact / intercourse without
consent by use of threat (weapon)
• Aided or abetted by 1 or more persons and
has sexual contact / intercourse
2nd Degree Sexual Assault= Class C felony:
• Considered 2nd degree if the child has not
reached 16 years of age
• Same list as 1st degree plus:
o Sexual contact/ intercourse with a
person that suffers from a mental
illness
o Sexual contact/intercourse with a
person intoxicated or high
o Sexual contact/intercourse with
someone unconscious
For a Class B felony, the total sentence may not exceed (60 )
years, with a maximum of40- yr term confinement (jail time)
and 20-yr extended supervision (probation)
4th Degree Sexual Assault= Class A misdemeanor:
• Considered Class A Misdemeanor if the
child is 16 or older (16-17)
• Same list as 2nd Degree
Penalties for a Class A misdemeanor are a fine not to exceed
$10,000 or imprisonment not to exceed 9 months, or both.
40 yrs jail time + 20 yrs probation = 60 years sentence
Repeat offenders can get up to 2 additional imprisonment
years with prior misdemeanor convictions (found guilty), and
up to 6 yrs with a prior felony conviction.
For a Class C felony, a fine may not exceed $100,000. The
total sentence may not exceed (40) years, with a maximum of
25-yr term of confinement (jail time) and extended
supervision may not exceed 15 yrs.
25 yrs jail time + 15 yrs probation= 40 years sentence
Repeat offenders can get up to 2 additional imprisonment
years with prior misdemeanor convictions, and up to 6yrs
with a prior felony conviction
Repeat offenders can receive 2 additional years of
imprisonment if the person was previously convicted of 1 or
more misdemeanors and up to 6 yrs if the person was
previously convicted for a felony.
Under Wisconsin law, a minor is incapable of giving consent to have sexual contact or sexual intercourse
with another person. An adult can give consent. Wisconsin law provides that consent can be given by
an adult through express words or overt actions by a person competent to give consent. A person who
suffers from a mental defect, diminished capacity, or who is unconscious is presumed incapable of giving
consent.
June 2015
Page 75
Lesson Number: 9
Grade Level: 7th grade
“Looking For Help”
Milwaukee Public Schools
Human Growth and Development Curriculum
National Health Education Standards
Primary Focus
Standard 7 – Self Management
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce
health risks.
Secondary Focus
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 3 – Accessing Information
Students will demonstrate the ability to access valid health information and products and services to
enhance health.
What You Need to Know- lesson objectives:
Students will:
Practice finding help through trusted adults they know and through community resources.
Materials:
• List of community resources- ask school social worker for a list
• Information on the 211 phone line
• Looking for help worksheet
Procedure:
1. Divide class into two groups. Have one group brainstorm situations when you may want advice,
information, etc. from an adult around issues of sexuality and personal growth. Have the second
group brainstorm a list of trusted adults. Talk about when it is OK to go to an older sibling/cousin
when you need adult guidance. Compare the lists. Are all the situations ones that a trusted adult from
the list might help with? Do any of the situations bring up other possible adults to add to your list?
2. Some of the adults on the list are friends and family members; others are people who we consider to
be community resources. Provide a list of community resources to students.
3. Give the students the worksheet that lists places students can go for help. Ask students if they have
any other places they know of that they can go for help. Ask students if they don’t have the list
available how do they find other places to help.
4. Create a one page fact sheet or brochure about one of the places you can do for help. Complete
worksheet and hand in at the end of the class.
5. If you send more than one day in the computer lab students could give a short presentation on what
they found.
Lesson extension:
1. Students prepare to locate clinics in their area and make plans for contacting one to get information
about protection.
2. The second half of the class involves a discussion and visual demonstration of prevention methods,
specifically for preventing HIV.
3. Students then apply their knowledge about protection to decide which method(s) might be best for
them. Options for this lesson include a guest speaker from a local clinic or a field trip to a local
clinic.
June 2015
Page 76
Lesson Number: 9
Grade Level: 7th grade
“Looking For Help”
Milwaukee Public Schools
Human Growth and Development Curriculum
Visit or Call a Clinic
1. Explain that many people, including adults, avoid going to a clinic or doctor to discuss
protection because they don’t know what to expect. Besides learning what services are offered
at local family planning clinics, this homework assignment asks students to rate their comfort
level while at the clinic. Hand out the 2-page homework and tell students they can complete
the assignment in 1 of 4 ways:
• They can visit a clinic, complete homework and describe the way to get to a clinic.
• They can visit a clinic and complete homework.
• They can call a clinic, complete homework and describe the way to get to a clinic.
• They can call a clinic and complete homework.
Whichever version of the assignment students choose; they must all complete Visit or Call
a Clinic. For additional points, they may complete The Way to the Clinic.
2. Have the students in the computer lab. Have the students go to the following
link: http://www.hivtest.org/ This link takes the students to the National HIV and STD Testing
Resources Site. This site will give the students local testing sites when they enter their zip code.
3. Another resource that works with the same site is doing the same process through texting. Have
students who want to text for a clinic use this resource:
IF you do not have access to a computer lab the class can be done with a local phone
directory (or several) and have students find the clinic section in the yellow pages. Select 2
or 3 conveniently located clinics (or the clinics that have agreed to participate) from which
they can choose. Have them choose in class so you can control the number of students
contacting each clinic. (If there is only 1 clinic, consider the alternatives below.)
4. Have students write the name of their clinic in the space provided on the worksheet. If the clinics
have given you information about the best times to answer questions, etc., share those with students.
As a general rule, encourage them to visit the clinic in pairs, but discourage going in groups larger
than 3. Encourage students to go with their boyfriends or girlfriends, even those who aren’t in the
class. Tell students they should bring back some literature available from the clinic. This could be
a pamphlet describing services. Remind them that clinics are professional places, and that they
should use their best behavior. Additionally, they should keep to themselves the names of anyone
they see at the clinic.
5. Conduct a brainstorming session to generate some questions that can be used when visiting
the clinic.
If students are slow getting started, help them prepare to ask:
• How much does a clinic visit cost?
• What is the confidentiality policy?
• What services are available?
• How long does it take to get an appointment?
• Do you have to want a method of protection now, or can you make an appointment for a
consultation only?
• What happens during a typical appointment and how long does it take?
June 2015
Page 77
Lesson Number: 9
Grade Level: 7th grade
“Looking For Help”
Milwaukee Public Schools
Human Growth and Development Curriculum
• Does the clinic also offer HIV testing? If so, how is the test done? (anonymous or
confidential) How are results verified and recorded? How much does the test cost?
• Is pre- and posttest counseling offered?
June 2015
Page 78
Lesson Number: 9
Grade Level: 7th grade
“Looking For Help”
Milwaukee Public Schools
Human Growth and Development Curriculum
Looking for Help Worksheet
Name of organization __________________________________________________________________
Phone number: __________________________
What is the organizations main focus? ___________________________________________________
Web site:
Address:______________________________________________________________________
Is it local?:
Yes
No
Is it credible?: Was it current? Yes
No
Was it relevant?
Yes
No
Was the source authoritative? Yes
Was it accurate?
Yes
No
No
What was the purpose of the site? __________________________
_______________________________________________
What services does it provide? ____________________________________________________
List information you think would be valuable to teens your age: _________________________
_____________________________________________________________________________
_____________________________________________________________________________
June 2015
Page 79
Lesson Number: 9
Grade Level: 7th grade
“Looking For Help”
Milwaukee Public Schools
Human Growth and Development Curriculum
Looking for Help
STIs/Teen Pregnancy
Planned Parenthood 1-800-230-PLAN
Keenan Central Health Clinic 414- 286-3631 www.milwaukee.gov/health
http://www.stdcheck.com/?loc=Milwaukee&gclid=CLmKuYWjp78CFQmraQodYyYAlw
www.hivtest.org
http://www.ppwi.org/
http://www.thenationalcampaign.org/
www.cdc.gov
www.babycanwait.com
Relationship Problems
Domestic Violence Hotline 24-hour 414-933-2722
Crisis Line assists battered women and children 414-671-6140
Sojourner Truth House 414-933-2722
Sexual Assault Treatment Center 414-219-5250
National Sexual Assault Hotline (Rape, Abuse, Incest National Network RAINN) 1-800-656-HOPE
http://familypeacecenter.org/
LGBT
Milwaukee Lesbian Gay Bisexual Transgender Community Center 414- 292-3072
Pathfinders 414-271-2565
7 C’s Counseling Center 414-288-4556
http://www.mkelgbt.org/
http://www4.uwm.edu/lgbt/
Aids Resource Center http://www.arcw.org/
June 2015
Page 80
Lesson Number: 9
Grade Level: 7th grade
“Looking For Help”
Milwaukee Public Schools
Human Growth and Development Curriculum
Name:
Visit or Call a Clinic
1. Name of clinic __________________________________________________
2. Address and phone number of clinic __________________________________
3. Clinic is open from __ a.m. to _____ p.m. _____ days a week.
4. The following services are available at this clinic:
____Birth control
____Prenatal care
____Pregnancy tests
____Sterilization
___ STI treatment
_ Counseling
____HIV antibody test
5. A routine examination or consultation about birth control information costs
$_______.
6. Most states have laws that clinics can't disclose information about clients without
written consent, including whether or not clients visit the clinic. This is called
"client confidentiality." This clinic's confidentiality policy is as follows:
7. Besides English, the following languages are spoken at this clinic: ____________
8. If you visited (rather than called) the clinic, answer this question: I felt the following
level of comfort in this clinic (include such things as decor, friendliness of staff,
reading material available in waiting room, etc.):
1
2
3
4
Very comfortable
Comfortable
Fairly comfortable
Uncomfortable
9. Would you recommend that a friend visit this clinic for an exam or to
talk about protection?
Yes
No
Write 2 sentences telling why or why not.
10. Something I learned at this clinic is: ___________________________________
________________________________________________________________
________________________________________________________________
Reminder: Attach a card or brochure from the clinic.
June 2015
Page 81
Lesson Number: 9
Grade Level: 7th grade
“Looking For Help”
Milwaukee Public Schools
Human Growth and Development Curriculum
Alternative to "Visit or Call a Clinic"
Homework
Note to the Teacher
In some communities, individual visits to a clinic may be impractical. The clinic may be too
far away, a small clinic might be overwhelmed by many student visits or students themselves
may worry about confidentiality issues. However, a young person's likelihood of using
protection is increased by such things as discussing HIV with a health care provider, having
previously visited a family planning clinic and having greater satisfaction with such visits.
Whenever it is possible to do actual visits, we recommend this.
Some teachers will choose the "call a clinic" version of this activity to avoid the problems
with clinic visits. Again, however, small clinics may be overwhelmed by many student
calls.
Two other alternatives are suggested (speaker or field trip). If these activities are used,
students can still complete both pages of the homework.
Speakers. Invite someone from a family planning clinic to speak to the class. Most family planning
offices (public hospitals, public health clinics and walk-in comprehensive care centers) are
able to provide a speaker who will describe what happens at a clinic and present a film or
lecture about family planning methods and HIV and other STI prevention. Such a visitor
would help students think of the family planning clinic as more "teen friendly." If there is no
film, encourage the speaker to do a role play (perhaps with your assistance).
Field Trips. Some clinics are willing to host students in small groups. This would almost certainly
require that the class be split into smaller groups. The field trips would take some planning, but
would ensure that students actually visited a clinic-another important aspect of increasing use
of protection. Clinic staff may be willing to lead the field trip.
Note to the Teacher
• Be sure to let your contacts at the clinic know about the kinds of questions your students
will ask before the field trip takes place or the class speaker arrives. Clarify what their
answers will be so you can be sure students are hearing the same messages and
information from the clinic representatives as they are hearing in class.
• How long this lesson takes may vary significantly depending on which approach you take to the
Visit or Call a Clinic assignment.
June 2015
Page 82
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
National Health Education Standards
Primary Focus
Standard 3 – Accessing Information
Students will demonstrate the ability to access valid health information and products and services to
enhance health.
Secondary Focus
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 6 – Goal Setting
Students will demonstrate the ability to use goal-setting skills to enhance health.
What You Need to Know- lesson objectives:
• Students will learn how to make decisions about methods of protection from pregnancy and STIs. Students will
research how to get information about protection in their community and discuss methods of protection that will
provide protection that is best suited for them.
Materials:
• For visual aid, obtain one latex condom.
• Review information contained in this lesson in Latex Barriers for Preventing HIV and STI
Infection-Teacher Notes.
• For each student, copy How Will You Avoid Pregnancy?
• For each student, copy How Is HIV Infection Prevented?
• Contraceptive review sheets
Procedures:
1. How Will You Avoid Pregnancy?
Pass out “How Will You Avoid Pregnancy?” along with contraceptive info sheets. Go over them
with the class. Then have students complete the worksheets. Tell students this worksheet gives them
a chance to review and personalize the abstinence and protection information they have learned to
date. Ask student to volunteer their final answers. No student should be forced to answer if he or she
is uncomfortable.
2. How Is HIV Infection Prevented?
Pass out How Is HIV Infection Prevented? Tell students this handout provides information on a
number of ways to protect them from HIV or lower their risk of HIV infection. Outside of class, they
can individually assess how well they are protecting themselves from HIV infection.
3. Follow up question: How do you prevent pregnancy and STI’s?
Answers: 1. Abstinence 2. Dual protection- This means that someone uses a barrier method
like a condom and the girl also uses a form of birth control like the pill, patch, or ring.
4. Fact or Fiction worksheet. Have them read the statements and decide if they are
factual or fiction. Have students report answers and have a class discussion.
Lesson Summary
Remind students that knowing where to go, how to get there and whom to talk to about protection is
an important aspect of responsible sexual behavior. Explain that you realize they may not need this
information just yet, but they will most likely need this information at some point in their lives. They
may know someone who needs the information now. A person-to-person visit with a health care
provider is the best way to find information.
It is important for students to know how to use these skills before they have sex. When they are ready
to become sexually active, they can meet with a health care provider and make protection plans that
offer the greatest possible protection before, rather than after, they become sexually active.
June 2015
Page 83
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
Male condom (Prophylactics)
Description:
Condoms are sheaths (covers) made of natural membranes (lambskin)
and latex or polyurethane (a type of plastic). They are unrolled over
the penis before any genital-to-genital contact.
How does it work:
When placed over the penis, condoms are designed to prevent the
ejaculate (semen) from entering the vagina.
Failure Rate:
Condoms have the highest failure rate of all the leading methods of
birth control. Teenagers have a higher failure rate than adults. About
15 out of 100 women using condoms for birth control will get pregnant
each year. Condoms must be put on before any genital-to-genital
contact occurs.
Protection from STDs:
Studies have proven that correct and consistent (every time) latex
condom use does decrease the risk of HIV by 85%. If condoms are not
used every time with sexual intercourse or are not put on the penis
before intercourse occurs, then the decrease in HIV risk is much less.
Condoms provide partial protection from others STDs except HPV
(minimal to no protection). Unfortunately, most sexually active teens
do not use condoms consistently and correctly. Lambskin condoms do
not provide protection from STIs.
Side Effects:
Side effects with condoms are uncommon. Allergic reactions to latex
are rare.
Risks/Complications:
There is a 2% -- 4% breakage and slippage rate with condom use.
Benefits:
Easy to obtain. They can be bought without a prescription.
Summary:
Condoms do reduce greatly the risks of pregnancy and HIV only if used
consistently and correctly. This protection is not 100%. The terms
June 2015
Page 84
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
“safe” sex or “protected” sex are often used to refer to the use of
condoms with sexual activity. It must be understood that this
protection is not 100%. If adolescents choose to become sexually
active, they must understand that consistent and correct condom use is
essential and critical to reduce, but will not eliminate, their risk of
pregnancy and STDs, including HIV.
NOTE: The female condom is placed in the vagina and the outside of the vulva. Data is not available on
prevention of STDs because female condoms are rarely used. Diaphragms are circular plastic devices
placed in the vagina over the cervix to prevent sperm from entering the cervix. They do not protect a
person from STDs, and they have a failure rate similar to condoms. Condoms and diaphragms are
referred to as “barrier” methods of birth control.
June 2015
Page 85
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
Birth control pills (BCPs)
(Oral Contraceptives)
Description:
Most BCP packs contain 21 pills taken once a day by mouth that
contain hormones (usually estrogen and progesterone) followed by 7
days of placebo (fake) pills.
How do they work:
BCPs prevent ovulation (release of eggs from the ovary); they also
thicken cervical mucus interfering with sperm transport and thin the
inside lining of the uterus preventing the fertilized egg from implanting
should ovulation occur and fertilization take place.
Failure Rate:
If taken perfectly (no missed pills at all), pregnancy is uncommon.
Since most women do not take the pill exactly as prescribed,
pregnancies do occur. Failure rate is higher in teenagers than adult
women; about 9 women out of a hundred using the pill for 1 year will
get pregnant.
Protection from STDs:
NONE; BCPs do not decrease a person’s chances at all of getting any of
the STDs.
Side Effects:
Most women experience some nuisance problems when initiating BCPs
including nausea, breast tenderness, irregular spotting/bleeding,
headaches, and mood swings. These usually spontaneously resolve
after 2 to 3 months of use.
Risks/Complications:
Serious health problems associated with taking the pill rarely occur.
Users of the pill are at increased risk of developing blood clots in the
veins of the legs that can travel to the lungs, but this rarely occurs.
Benefits:
Most women do not know that BCPs lower their chance of getting
cancer of the ovary and uterus. BCPs also improve acne, decrease
menstrual cramps, and reduce the amount of bleeding with each
period.
June 2015
Page 86
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Summary:
Milwaukee Public Schools
Human Growth and Development Curriculum
Many teens who take BCPs are not sexually active but are on the pill to
decrease acne, pain (cramps), or menstrual bleeding. BCPs are typically
only 91% effective in preventing pregnancy. Since the pill is user
dependent Long Acting Reversible Contraceptives (LARCs = Subdermal
Implant and IUD) are now preferred over the BCPs in teens.
BCPs provide NO PROTECTION FROM STIS. If a person is taking BCPs
and is having sexual intercourse, she can still get pregnant and/or get
an STD, including HIV.
NOTE: Birth control skin patches and the birth control vaginal rings have been recently approved for use
in the U.S. They are both similar to birth control pills in that they both contain estrogen and
progesterone and have similar actions, failure rates, side effects, and complications. Patches and rings
are not 100% effective against preventing pregnancy and provide NO PROTECTION FROM STDS.
June 2015
Page 87
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
Birth control injections
(Depot medroxyprogesterone acetate: DMPA)
Description:
DMPA injections (shots) contain progesterone only (not estrogen) and
are given in the muscle of the arm or buttocks every 12 weeks.
How does it work:
DMPA injections prevent ovulation (release of eggs from the ovary);
they also thicken cervical mucus interfering with sperm transport and
thin the inside lining of the uterus preventing the fertilized egg from
implanting should ovulation occur and fertilization take place.
Failure Rate:
If DMPA injections are given every 12 weeks, pregnancy is very rare
(less than one pregnancy in 100 users). Most teenagers do not return
to the clinic or hospital to get their injections every 12 weeks, and most
stop the injections because of side effects. Therefore, pregnancies can
and do occur. Typical use of DMPA 6 women out of 100 get pregnant
each year.
Protection from STDs:
NONE – DMPA injections do not decrease a person’s chances at all of
getting any of the STDs.
Side Effects:
Most women experience irregular bleeding and spotting when starting
the injections. After one year of injections, approximately 60% of
women have no periods at all while 40% continue to have irregular
bleeding and spotting. Other side effects include weight gain and
mood swings/depression.
Risks/Complications:
Serious health problems with DMPA injections are very rare. New
studies show a very slight increase over baseline – very rare but can it
can increase clotting.
Benefits:
Although DMPA injections commonly cause a great deal of irregular
June 2015
Page 88
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
bleeding, there is a decrease in the total amount of bleeding in women
who have heavy periods. There is also a decrease in menstrual cramps.
Summary:
June 2015
DMPA injections are very effective in preventing pregnancy but ONLY if
given every 12 weeks and not discontinued. Most teenagers stop the
injections because of side effects. There is NO PROTECTION FROM
STIS. If a person is receiving DMPA injections, she is still at risk of
getting an STD, including HIV. DMPA is typically only 94% effective in
preventing pregnancy. Since DMPA is user dependent Long Acting
Reversible Contraceptives (LARCs = Subdermal Implant and IUD) are
now preferred over DMPA for teens.
Page 89
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
Intrauterine devices (IUDs)
Description:
IUDs are small devices less than 2 inches in size placed through the
cervix inside the uterus. They contain either copper or a hormone
similar to progesterone. This device must be placed in the uterus by a
healthcare professional. Once placed in the uterus, IUDs are effective
for 5 to 10 years or can be removed sooner if pregnancy is desired. IUDs
are now used in teens. One does not need to have had a baby to have
one inserted.
How does it work:
IUDs create a “biologic foam” inside the uterus that prevents sperm
from reaching the fallopian tube. The hormone IUD increases cervical
secretions making it hard for sperm to enter the uterus. The copper IU
changes the lining of the uterus preventing the fertilized egg from
implanting should the sperm reach the tube and fertilization occur.
Failure Rate:
IUDs are very effective in preventing pregnancy with less than one
pregnancy per 100 IUD users per year.
Protection from STDs:
NONE – IUDs do not decrease a person’s chances at all of getting any of
the STDs.
Side Effects:
The copper IUD can cause heavy periods or cramps. The hormone IUD
causes periods to become lighter.
Risks/Complications:
There is a slight increased risk of infection of the uterus/tubes (pelvic
inflammatory disease) for the first 20 days after insertion of the IUD in
the uterus. First couple of months may have spotting and cramping.
Benefits:
Once IUDs are placed in the uterus, they are effective for years; or until
removed by a healthcare professional. The woman does not have to do
anything else to prevent pregnancy.
June 2015
Page 90
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Summary:
June 2015
Milwaukee Public Schools
Human Growth and Development Curriculum
IUDs are very effective in preventing pregnancy, they provide NO
PROTECTION FROM STIS. They are in the class of contraceptive agents
referred to as Long Acting Reversible Contraceptive (LARC’s). LARCs are
now the preferred method for teens because they are highly effective
and are not user dependent. Once inserted the user does not need to
remember to take/use.
Page 91
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
Ortho Evra Patch
Description:
A contraceptive patch is a transdermal patch applied to the skin that
releases synthetic estrogen and progestin hormones to
prevent pregnancy. They have been shown to be as effective as
the combined oral contraceptive pill with perfect use, and have the
same effectiveness as the pill with typical use. .
How does it work:
The Patch is worn on the skin, using transdermal technology. The
hormones suppress ovulation like the pill.
Failure Rate:
The Patch is 98%-99% effective at preventing pregnancy if used as
directed. Typical use it is 91% effective at preventing pregnancy.
Protection from STDs:
NONE – The Patch do not decrease a person’s chances at all of
getting any of the STDs.
Side Effects:
The most frequent adverse events reported while using the Ortho Evra /
Evra patch were: breast discomfort, engorgement or pain (22%),
headache (21%), application site reaction (17%), nausea (17%), upper
respiratory tract infection (10%), menstrual cramps (10%), and
abdominal pain (9%)
Risks/Complications:
All combined hormonal birth control products have a very small
increased risk of serious or fatal thromboembolic events. (blood clot) .
Risk of blood clot is higher with patch than the pill.
Benefits:
Only have to remember to change the patch once a week as opposed to
every day for the pill.
Summary:
. The Patch is typically only 91% effective in preventing pregnancy. Since
the patch is user dependent Long Acting Reversible Contraceptives
(LARCs = Subdermal Implant and IUD) are now preferred over the Patch
in teens. The Patch does not protect against STIs.
June 2015
Page 92
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
Subdermal Hormone Implant
Description:
The subdermal hormone implant is a match stick sized device that is
placed just under the skin of your upper arm. It uses a hormone similar
to progesterone. This device must be placed by a healthcare
professional. The new devices have made placement very fast. Once
placed it is effective for 3 years. It can be removed sooner if a pregnancy
is wanted.
How does it work:
The implant continuously releases a small amount of progesterone like
hormone which prevents ovulation (release of eggs from the ovary). The
hormone also thickens cervical mucus interfering with sperm transport.
Failure Rate:
The implant is avery effective in preventing pregnancy with less than
one pregnancy per 100 users per year.
Protection from STDs:
NONE – subdermal implant does not decrease a person’s chances at all
of getting any of the STDs.
Side Effects:
Change in menstrual bleeding pattern. Irregular bleeding/spotting. 20%
have no periods, 60% have infrequent spotting, 20% have persistent
spotting. Risk of weight gain(less than DMPA). Mood changes. (less
than DMPA)
Risks/Complications:
Rarely occurs, infection of skin post insertion.
Benefits:
Once inserted the user does not to do anything. Improves cramps,
decreases pelvic pain, has no impact bone health and improves blood
count.
Summary:
Implants are very effective in preventing pregnancy, they provide NO
PROTECTION FROM STIS. They are in the class of contraceptive agents
referred to as Long Acting Reversible Contraceptives (LARC’s). LARCs
are now the preferred method for teens because they are highly
effective and are not user dependent. Once inserted the user does not
need to remember to take/use.
June 2015
Page 93
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
Nuvaring
Description:
Nuvaring is a transdermal ring inserted in the vagina for 21 days. It
releases synthetic estrogen and progestin hormones to
prevent pregnancy. They have been shown to be as effective with
perfect and typical use of the combined oral contraceptive pill.
How does it work:
The Nuvaring is placed in the vagina and uses transdermal technology.
The hormones suppress ovulation like the pill.
Failure Rate:
The Nuvaring is 98%-99% effective at preventing pregnancy if used as
directed. Typical use it is 91% effective at preventing pregnancy.
Protection from STDs:
NONE – The Nuvaring does not decrease a person’s chances at all of
getting any of the STDs.
Side Effects:
The most frequent adverse events reported while using the Nuvaring
were: breast discomfort, engorgement or pain, headache , and nausea
Risks/Complications:
All combined hormonal birth control products have a very small
increased risk of serious or fatal thromboembolic events. (blood clot) .
Risk of blood clot is slightly higher with the ring than the pill.
Benefits:
Each month the Nuvaring is placed in the vagina for 21 days. It is taken
out for 1 week, during this ring free week a girl experiences her
menstrual bleeding.
Summary:
The Nuvaring is typically only 91% effective in preventing pregnancy.
Since the Nuvaring is user dependent Long Acting Reversible
Contraceptives (LARCs = Subdermal Implant and IUD) are now preferred
over the Nuvaring in teens. The Nuvaring does not protect against STIs.
June 2015
Page 94
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
How Will You Avoid Teen Pregnancy?
1. Which methods about teen pregnancy would you like to know more about?
______________________________________________________________________________
______________________________________________________________________________
2. How will you find that out?
______________________________________________________________________________
______________________________________________________________________________
3. Which method seems most convenient? ___________________________________________
4. Which method has the fewest side effects that worry you? ____________________________
5. Which methods are effective enough for you? _____________________________________
6. Are there any forms of contraception that are 99% effective at preventing pregnancy AND STIs?
______________________________________________________________________________
June 2015
Page 95
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
6. Do you have a boyfriend or girlfriend? Which method do you think they would be most interested in
using and why?
______________________________________________________________________________
______________________________________________________________________________
7. Which method would your parents be most likely to approve? _________________________
8. What are your conclusions? Circle the numbers that show which method seems best for you.
Abstinence
Condoms
Foam
Condom and foam
Pill, patch or ring
Depo Provara
IUD
Subdermal Implant
June 2015
Best choice
1
1
1
1
1
1
1
1
Okay choice
2
2
2
2
2
2
2
2
Worst choice
3
3
3
3
3
3
3
3
Page 96
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
How Is HIV Infection Prevented?
Directions: The information below will be discussed in class. For your own use, assess how well you are
protecting yourself from HIV infection. (Your personal answers will not be discussed in class.)
Effectiveness of Methods for Protection from Pregnancy and/or HIV
Method
Protects for pregnancy
& HIV
Withdrawal
Douching
Hoping
Rhythm
Birth Control Pill
Birth Control Patch
Vaginal Ring
Depo Provera,
Protects for pregnancy
only
Doesn’t protect for
either
X
X
X
X
X
X
Abstinence
Latex Condom
X
X
Contraceptive Foam
Subdermal Implant
IUD
X
(Fair)
X
X
Protect Yourself
1. Abstinence (not having sex) is the best way to prevent sexual transmission of HIV.
If you do have sex:
• Make sure you do not come in contact with someone else's blood, semen or
vaginal fluids.
• Use a new latex condom and a water-based lubricant every time you have sex.
2. Abstain from alcohol and other drugs, since they affect your judgment and using
them may lead to unsafe sex or injection drug use.
If you do inject drugs:
• Never share needles or works.
June 2015
Page 97
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
Fact or Fiction
STIs/Teen Pregnancy
1. “I haven’t been exposed to sexually transmitted diseases because we
haven’t gone all the way. We usually only kiss and touch each other – well
we did have oral sex, but only once.”
2. If I wear a condom I am safe from STIs and pregnancy.
3. If I have no symptoms, then I can not have an STI.
4. I can’t get pregnant the first time I have sex.
5. If I have sex standing up I can not get pregnant
Relationship problems
• Only women are the victims of domestic abuse
• It is common for an abuse victim to blame themselves for what happened.
• It’s OK to tell the person you are dating who they can and cannot talk to.
June 2015
Page 98
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
FACT OR FICTION
STIs/Teen Pregnancy
1. “I haven’t been exposed to sexually transmitted diseases because we haven’t gone all the way. We
usually only kiss and touch each other – well we did have oral sex, but only once.”
FICTION: There are three ways to transmit sexually transmitted diseases. These ways are vaginal or
anal intercourse and oral sex. Don’t deceive yourself just because you’ve only had one or a few
sexual experiences. Being sexually active even once puts you at risk for both STDs and unplanned
pregnancy.
2. If I wear a condom I am safe from STIs and pregnancy.
FICTION: Even though a condom is the best way to prevent STIs and teen pregnancy, if you chose to
not be abstinent, they are not 100% effective. There is still a chance you can get someone pregnant
or contract an STI.
3. If I have no symptoms, then I can not have an STI.
FICTION: You may have an STI without even knowing it. The only sure way to know you do not have
an STI is to get tested.
4. I can’t get pregnant the first time I have sex.
FICTION: There is no biological or physiological reason for someoneto not get pregnant the first
time they have sex. Anytime a sperm can fertilize an egg there can be a pregnancy.
5. If I have sex standing up I can not get pregnant
FICTION: Gravity has no impact on how sperm travel in the vagina, cervix, uterus and fallopian
tubes.
Relationship Problems
1. Only women are the victims of domestic abuse
FICTION: Anyone can commit dating violence. In addition, dating violence can occur in all
relationships, regardless of your gender, the gender of your partner or your sexual orientation.
Abusing another person is never right.
2. It is common for an abuse victim to blame themselves for what happened.
FACT: Many victims of abuse blame themselves. Yet, NO ONE can be held responsible for being
the victim of abuse. Perpetrators choose to abuse, and they are the ones responsible for the
abuse.
3. It’s OK to tell the person you are dating who they can and cannot talk to.
FICTION: A healthy relationship involves trust and interacting with others outside of the
relationship. Controlling whom you can and cannot talk to is a sign of jealousy and possessiveness
and is often a warning sign of an abusive relationship.
June 2015
Page 99
Lesson Number: 10
Grade Level: 7th grade
“Contraception”
Milwaukee Public Schools
Human Growth and Development Curriculum
Assessment: 7th Grade Lesson 10:
1. Name (3) types of contraceptive.
2. Explain a plan to prevent pregnancy and STIs?
June 2015
Page 100
Lesson Number: 11
Grade Level: 7th grade
“Negotiating Sexual Risk Reduction”
Milwaukee Public Schools
Human Growth and Development Curriculum
National Health Education Standards
Primary Focus
Standard 7 – Self Management
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Secondary Focus
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 8 - Advocacy
Students will demonstrate the ability to advocate for personal, family and community health.
What You Need to Know- lesson objectives:
• Students will review the risks involved with having unprotected sex and practice communicating
skills discussing methods used to reduce sexual practices that could result in pregnancy and
exposure to STIs.
Materials
• Index Cards
• Condom line-up cards
• Refuse or delay quiz for homework
Planning Notes: Have one index card for each participant. Write "abstinence" on one third of the
cards, "condom" on another third and "condom and another form of contraception" on the
remaining third. Make packets of the cards, containing one of each of the words or phrases to
distribute in Procedure 3.
Procedure:
1. Transmission Demonstration:
• Have ten students come up to the front of the room and stand in a semi-circle so that the rest of
the class can see them.
• Each student should be given a colored card or something they can raise above their head during
the activity.
• There will be three demonstrations to simulate three types of sexual behavior.
1. Abstinence/Monogamy: Have one of the students in the middle of the line raise their
card up over their head with their left hand. Then tell everyone else to turn to the person
next to them (starting with the pair in the middle) and shake hands. Have the two people
at both ends of the line to not shake hands with anyone. Anytime you shake hands with a
person who has their hand raised, you also have to raise your card with your left hand.
After everyone shakes hands one time, there will now be two people with their cards
raised. Ask the students:
• What were the two students at the ends of the line simulating? A:
Abstinence. This is the only 100% effective way to prevent pregnancy and
STI inflection.
• This first activity simulates having only one partner or monogamy. How
many people got infected? A: TWO. Even in monogamy there is some
chance that you could get a disease, but based on the number of students who
did not raise their hands, are those odds very high? A: NO
2. Two partners: Start with the same single student in the middle having their card raised
over their head. Have students shake hands with the person next to them and then turn
June 2015
Page 101
Lesson Number: 11
Grade Level: 7th grade
“Negotiating Sexual Risk Reduction”
Milwaukee Public Schools
Human Growth and Development Curriculum
and shake hands with the person on the other side of them. The two people on the end
will have to walk toward each other to shake hands. Remember, after you shake hands
with someone that has their card raised you must raise your card as well. Ask the
students:
• Now these people have added one partner, how many people are infected
now? A: FOUR.
• So, what does increasing your number of partners do to the chances of you
contracting a disease? A: The more partners you have, the greater your
chance of contracting an STI.
• Remember, the earlier you start having sex, the more likely you are to have
more and more partners
3. Concurrent partners: Once again start off the same way. This time each person is
going to shake hands back and forth with the people on either side of them five times.
Remember to raise your hand after you shake hands with someone who already has their
hand raised. Ask the students:
• How many students have their hands raised now? A: TEN
• What was this simulating? A: concurrent partners or switching back and
forth between partners.
• This usually happens when a group of friends keeps going back and forth
between partners. This is clearly the easiest way to contract a disease.
2. Talk about the “ABC’s of Teen Pregnancy Prevention”
• Tell them that this is an example of the three steps you can take to being free of STI’s or
pregnancy. Each step down the list is a little less safe.
1. A= Abstinence: This is the only 100% effective way to prevent teen pregnancy and STI
inflection.
2. B= Be faithful. You should wait as long as possible to start being sexually active
because the earlier you start the more likely you are to have more partners. When you
choose to be sexually active, you should wait until you know the person very well and
only be with that one person. If you go between multiple people your chances of
contracting an STI increase dramatically.
3. C= Use a Condom: If you chose to have sex with anyone you need to use a condom.
This should not be an option for you or your partner. If your partner refuses to use a
condom then they are not looking out for your well-being. This is not the kind of person
you should want to be with based on their lack of caring for you or themselves.
3. Explain that while it is important to know about the risks of unprotected sexual intercourse, the
essential thing is to be able to act to avoid those risks with a sexual partner. Explain that this activity
will help youth practice communicating with their partner, the first step in negotiating sexual risk
reduction.
• Divide participants into groups of three and distribute the packets of index cards. Ask each
participant to take one index card. Then, go over the following instructions:
• Create three role-play presentations, one for each situation on your index cards. In each roleplay, one person will bring up the subject of sexual risks with another group member and say
that she/he wants to use the method listed on the card. The goal of this role-play is for one
actor to convince the other actor to agree to practice the assigned method of risk reduction.
Tell the youth that the role-plays must end with positive and realistic behavior.
• While two group members act as characters, the third member should act as a "coach." The
coach will make suggestions to help the actors play their roles and will comment on whether
the approach is convincing. Ask all participants to take a turn being the coach.
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Human Growth and Development Curriculum
4. When each small group has finished three role-plays, members of that group will pick the most
convincing presentation to perform for the entire group.
5. Tell students they have 20 minutes to work together and create and practice three role-play
presentations. Visit with each group and discuss their ideas for the role-plays. If necessary, make
suggestions to get the group started.
6. After 20 minutes, ask a group to volunteer to present first. After the presentation, lead the entire
group in a round of applause and ask the audience to provide feedback, using these questions:
• How realistic was this role-play? Why?
• Which character was more convincing? Why?
• What other approach do you think might have been effective?
7. Continue in the same manner with one role-play from each small group. Challenge the teens to redo
any role-play they feel they could make stronger after they receive feedback on it.
8. When every group has had an opportunity to present, conclude the activity using the Discussion
Points below.
Discussion Points:
• How did it feel to try and convince someone else to go along with your (assigned)
method of risk reduction? How did it feel to have someone else try to convince you? Do
you think these feelings are common for youth dealing with these issues?
• What are effective ways for a couple to discuss abstinence? The use of condoms? The
use of condoms and another method of contraception?
• What should a person do if his/her partner will not agree to a chosen method of risk
reduction?
• What skills or information do you need in order to protect yourself against unintended
pregnancies and STIs, including HIV?
9. Conclude with the Condom Line-up activity.
Lesson extension
Refusing or Delaying Quiz
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“Negotiating Sexual Risk Reduction”
Milwaukee Public Schools
Human Growth and Development Curriculum
What are condoms?
Effective condoms are made of latex, polyurethane or polyisoprene. They prevent body fluids from
mixing when two people have sex. The external condom (sometimes called a “male” condom) is put
onto the penis before the penis comes into contact with the vagina, mouth, or anus. The internal
condom (sometimes called a “female” condom”) is placed inside the vagina or anus before having sex.
Among typical couples who initiate use of external condoms, about 15 percent will experience an
accidental pregnancy in the first year. If condoms are used consistently and correctly, about two percent
will experience pregnancy. Condoms are most effective when they are used in combination with
another method of contraception, such as the pill or patch
Condoms work!
Condoms, when used consistently and correctly during vaginal, oral, or anal intercourse, are highly
effective in preventing the sexual transmission of HIV. They are also effective in preventing most
sexually transmitted infections (STIs). Gonorrhea, chlamydia, and trichomoniasis are transmitted when
infected semen or vaginal or other body fluids contact mucosal surfaces. Condoms provide a great level
of protection against these STIs because they protect both partners against exposure to the other's body
fluids. Condoms also provide some protection against STIs—such as genital herpes, syphilis, chancroid,
and human papillomavirus (HPV)—which are transmitted primarily through contact with infected skin or
with mucosal surfaces. Because these STIs may be transmitted by contact with surfaces not covered or
protected by the condom, condoms provide a lesser degree of protection against them.
General Tips for Those Who Are Sexually Active:
•
To decrease the chance of the condom slipping down the penis or falling off inside the vagina,
pull the penis out of the vagina right after ejaculation.
• Hold the rim of the condom onto the shaft of the penis during withdrawal.
• Never use more than one condom at a time.
• Never re-use a condom.
What are the advantages of choosing condoms?
•
Condoms are safe and effective at preventing both pregnancy and some infections when used at
each act of sex.
• Using condoms is the best method of preventing infection if two people are going to have sex.
• No prescription is needed to get condoms.
What are the disadvantages?
•
•
•
Condoms do not provide complete protection against genital herpes, syphilis, chancroid, or HPV
because the STIs can be transmitted across infected skin surfaces not covered by the condom.
When putting the condom on the penis you must avoid tearing the condom or putting a hole in
it with fingernails, a ring, or anything sharp.
YOU CAN'T USE OIL BASED LUBRICANTS, such as Vaseline or sun tan oil with latex condoms.
These products can cause a hole in a condom.
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Milwaukee Public Schools
Human Growth and Development Curriculum
•
The man must pull out soon after ejaculation or the condom could fall off and spill or be left in
the vagina or anus
• Some people are sensitive or allergic to latex.
Where do I get condoms?
From family planning clinics like Planned Parenthood, pharmacies or drugstores, supermarkets, and gas
stations. Some health departments and family planning clinics give away free condoms. They are also
available from a number of online drugstores.
At minimum, if you feel uncomfortable going through the steps of using a condom
correctly, contact the Wellness and Prevention Office for a list of resources to help with obtaining support
to teach this lesson.
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Milwaukee Public Schools
Human Growth and Development Curriculum
Condom Line Up (10 minutes)
Rational:
Practicing putting the condom line up cards in the correct order reinforces knowledge, ability and confidence
to use condoms correctly.
Materials:
Condom Line-Up cards Masking Tape
Procedure:
1. Introduce the activity by saying: We are going to demonstrate all the steps involved in putting on a
condom by putting a set of condom-use cards in the correct order.
2. Shuffle the Condom Line-up cards
3. Pass out the cards to the participants. (Give each participant more than one card if there are more
cards than participants.)
4. Ask the group to stand.
5. Explain to the group:
• These cards represent steps in proper condom use. Your task is to put them in the correct order.
You will have about one minute to study them. Before we start, can someone tell me what a
couple should do before they get ready to buy condoms? (Answer: discuss safer sex issues.)
6. Have the participants put the cards in the proper order on the blackboard. Encourage all the group
members to participate.
7. Ask if there are any final adjustments, and allow them to be made.
8. When the group has decided how the cards should be placed, verify the correct order or ask questions to
prompt the movement to the correct order.
9. When the order is correct, review the steps: Order of Condom Line-Up Cards:
1. Buy condoms and check expiration date
2. Sexual arousal (hug, cuddle, kiss, massage)
3. Erection
4. Carefully remove condom from package
5. Squeeze out any air from tip of condom to leave room for ejaculation
6. Roll condom on
7. Intercourse
8. Orgasm (Ejaculation)
9. Hold onto the rim of condom and withdraw the penis
10. Remove and discard condom
11. Loss of erection
12. Relaxation
Facilitator's Note:
Relaxation can wander throughout the whole process to show that relaxation should be a continuous
part of the process. Loss of erection can also happen at any time throughout the process. If this should
occur, take the condom off and put a new condom on an erection.
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Milwaukee Public Schools
Human Growth and Development Curriculum
Relaxation
Remove and
Discard Condom
Sexual arousal
(hug, cuddle, kiss,
massage)
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Milwaukee Public Schools
Human Growth and Development Curriculum
Loss of Erection
Orgasm
(Ejaculation)
Hold on to the rim
of the condom and
withdraw the penis
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Lesson Number: 11
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“Negotiating Sexual Risk Reduction”
Milwaukee Public Schools
Human Growth and Development Curriculum
Roll Condom On
Intercourse
Squeeze out any air from
the tip of the condom and
leave room for ejaculation
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Milwaukee Public Schools
Human Growth and Development Curriculum
Erection
Carefully remove
condom from
package
Buy condoms and check
expiration date
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Milwaukee Public Schools
Human Growth and Development Curriculum
Name ________________________________________
Refusing or Delaying Quiz
1. Write 3 delaying actions you could use or alternatives you could suggest if you were alone
with your the person you are dating and wanted to avoid sexual intercourse.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Read the situations below and write the refusal or delaying response you would use to handle
the situation. Decide whether to use a refusal or a delaying statement and include an
alternative action.
2. The person you are dating has been drinking and tries to talk you into going for a ride. You
don’t think you should go but you don’t want to get into an argument. You say and do:
Refusal or delay:
________________________________________________________________________
________________________________________________________________________
Alternative action:
________________________________________________________________________
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Milwaukee Public Schools
Human Growth and Development Curriculum
3. You’re at home with the person you are dating. Your parents will be gone for several hours.
You do not want to have sex, but they begin to kiss you and try to take off your clothes. You say
and do:
Refusal or delay:
________________________________________________________________________
________________________________________________________________________
Alternative action:
________________________________________________________________________
June 2015
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“Sexting and Cyber Bullying”
Milwaukee Public Schools
Human Growth and Development Curriculum
National Health Education Standards
Primary Focus
Standard 4 – Interpersonal Communication
Students will demonstrate the ability to use interpersonal communication skills to enhance health
and avoid or reduce health risks.
Secondary Focus
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to
enhance health.
Standard 7- Self Management
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or
reduce health risks.
What You Need to Know- lesson objectives:
•
•
Students will demonstrate the ability to pick out and summarize important facts and
main ideas from a written work.
Students will demonstrate proficiency in speaking and communication skills by reporting
findings to the class.
Materials:
•
•
•
•
Copies of newspaper articles for each student of a group.
Copies of the two “Key Concepts” worksheets for each student of the class.
One copy of the report worksheet for each group.
Internet access to show PSA’s and news stories to the class
Procedures:
1. Go to http://wellnessandpreventionoffice.org/video.html and watch the “Cyberbullying
Talent Show” video. Possible follow up questions include:
• How did that video make you feel?
• Would anyone actually do that in person?
• So why do people do it online?
• Do you think saying stuff on IM or Facebook is as bad as saying it in person?
Why?
2. Pass out and go over the “Key Concepts” worksheets with the class. Ask students if they
have anything to add to the lists.
3. Split the class up into groups of between two and three students. Pass out different
articles about sexting and cyber bullying.
4. Pass out the group report sheet. Read over the things the students should be looking
for as they read the article. Once everyone is done reading each person in the group
should be assigned a role: the leader of the group makes sure conversations stay on
task, the recorder writes the groups answers on the report sheet, and the reporter will
come up in front of the room and give the answers to the class.
5. Give students 10-15 minutes to read and discuss the article and fill out report sheet.
6. Have each group report on what they found and ask the rest of the class if they have any
follow up questions or comments.
7. Finish lesson showing a few video clips about sexting and cyber bullying.
June 2015
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Milwaukee Public Schools
Human Growth and Development Curriculum
http://www.youtube.com/watch?v=6-_anRkVBcI sexting
http://www.youtube.com/watch?v=GOpxo8mxpMU sexting
http://www.youtube.com/watch?v=cw2FG-Fwpek cyber bullying
http://www.youtube.com/watch?v=59kniHIw4uY cyber bullying
Ask students the following questions:
How was the sexting harmful?
Why did the students engage in the sexting?
How could they have avoided the situation?
Lesson extensions:
Web sites:
http://enough.org/
www.stopbullyingnow.gov
www.wiredsafety.org
http://kids.getnetwise.org
www.stopcyberbullying.org
http://www.cyberbullying.us/index.php
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“Sexting and Cyber Bullying”
Milwaukee Public Schools
Human Growth and Development Curriculum
Sexting Key Concepts
What is sexting? It’s when texting or other messaging gets sexual (typically meaning pictures
nude, semi-nude, or showing sexual activity, or texts about having sex/describing sexual
activity).
Ways that sexting can be harmful
• It can perpetuate rumors.
• It may encourage peer pressure to engage in high risk behaviors.
• It may be a form of bullying.
• It may interfere with a person’s feelings of self-worth and value if a sext message is
distributed.
• It can undermine a relationship by eroding trust and respect (which are key
elements
of the Equality Wheel).
• Privacy is not guaranteed. What happens when the relationship ends or others get
access to a friends phone or computer accounts
• Once you send it can last FOREVER online.
Reasons why adolescents may engage in sexting
• They try to gain acceptance by others.
• They are afraid to say “no.”
• They are curious.
• They have low self-worth/self-esteem.
• They feel peer pressure.
• They feel rebellious.
• They are a risk taker.
• To want to feel grown up.
• They want to have sex.
• They want to please others.
• They want instant gratification.
• They want to experiment with a high risk behavior.
Strategies for avoiding sexting
• Be aware of the characteristics of dating abuse such as exchanging insults,
controlling behavior, threatening comments, and lack of boundaries.5
• Be respectful of yourself and others. Be honest with yourself and others.
• Understand that text messages are easily forwarded into the public domain often
without consent or knowledge of the original sender.
• Know that different forms of peer pressure exist and practice strategies for avoiding
or offsetting those pressures.
• Respect limits and boundaries associated with cellular telephone use.
• Learn and practice effective interpersonal communication skills that apply to written
forms of communication so that text messages are easily understood and so that
meaning is not misconstrued.
• Use negotiation and refusal skills to avoid peer pressure to sext.
June 2015
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“Sexting and Cyber Bullying”
Milwaukee Public Schools
Human Growth and Development Curriculum
Cyber Bullying Key Concepts
What is cyberbullying? It’s using a computer, a cell phone or another electronic device to
harass, intimidate or hurt someone.
Ways that cyberbullying can be harmful
• Problems in school- Victims of cyberbullying may have trouble with school work. They
may also miss school more often.
• Emotional problems- Being bullied can lead to depression, drug use, suicidal thoughts,
and other issues.
• Physical problems- The stress of being bullied can cause stomachaches, headaches, and
other symptoms.
• Problems for the person who bullies- Young people who bully others are more likely to
have troubled relationships and be involved in crime later in life.
Reasons why adolescents may engage in cyberbullying
• Take out their frustration or anger
• Entertainment
• Bored
• Think its funny
• They don’t know they are doing it
• Feel a sense of power
• Writing a wrong, sticking up for a friend
• Since it is happening on the computer, some kids think it is not real or not as bad as
saying it in person
Strategies for avoiding cyberbullying
• Never share personal information online (including name, address, age, phone number,
and school).
• Talk to an adult about the problem
• Find out how your school addresses this problem
• Wait before responding to someone online
June 2015
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“Sexting and Cyber Bullying”
Milwaukee Public Schools
Human Growth and Development Curriculum
Name __________________ Name __________________ Name __________________
Name of article: __________________________________________________________
Source and date of publication _______________________________________________
Who was hurt by the sexting or cyber bullying and how were they hurt? What were the
consequences for those involved?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Why did the students engage in this behavior?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What are some strategies these teens could have used to avoid the situation?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
June 2015
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Milwaukee Public Schools
Human Growth and Development Curriculum
Waukesha police recommend charges in sexting
incident
By Jacqui Seibel, Journal Sentinel, Inc
Posted: April 1, 2009
Waukesha - Waukesha police are recommending that four 15-year-olds be charged in Juvenile Court with
disorderly conduct over accusations they traded on their cell phones a nude photo of a girl.
Waukesha police included the girl whose photo was passed around in the charge recommendations, Capt.
Mark Stigler said Wednesday.
The photo may have ended up on at least 150 cell phones, prompting police to urge parents to check their
children's phones and delete any illicit photos.
The girl, a Waukesha West High School student, sent the photo to her boyfriend when she was 14. When
the two broke up, he forwarded it to other students, using his cell phone, police say. Police learned of the
photo Feb. 16.
The teens referred to the Waukesha County district attorney's office are those directly involved, police say.
They could be charged with felony possession of child pornography, but Stigler said detectives
recommended a lesser charge because they don't believe there was malicious intent in sending the photo.
When police learned that an estimated 150 students possessed the photo, they asked the school for help. An
automated phone message from the Waukesha School District went to parents in February asking them to
talk to their children and check their phones.
"The intent of coming out so hard in the beginning was to get kids to stop doing this," Stigler said.
The Police Department wanted to raise awareness of the issue because a similar incident had occurred just a
week earlier, he said. That case resulted in municipal disorderly conduct citations issued to a boy, 17, and
two girls, ages 16 and 14. They received municipal citations because the photos were sent to only each
other, he said.
Since the awareness campaign, no other cases have been brought forward, Stigler said.
Incidents of "sexting" - sending nude or partially naked photos by cell phone text messages - have gained
the attention of law enforcement and school leaders nationwide.
As many as nine West Allis high school students face suspension for their alleged involvement in an
incident in which photos of nude students were sent by cell phone to other students, West Allis police said.
The incident remains under investigation.
June 2015
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“Sexting and Cyber Bullying”
Milwaukee Public Schools
Human Growth and Development Curriculum
West Allis students face suspension in sexting case
By Don Walker of the Journal Sentinel
Posted: March 27, 2009
As many as nine West Allis high school students face suspension for their alleged involvement in
an incident in which photos of nude students were sent by cell phone to other students, a West
Allis police lieutenant said Friday.
Lt. Terry Morrissey, head of the Police Department's sensitive crimes unit, said no arrests will be
made in the incident. He said the parents of all of the students involved had been notified, and
that the students would face suspension from school for their actions.
Eight of the students attend Nathan Hale High School. One student attends West Allis Central
High School.
Morrissey said it was his judgment that the photos of nude students were not sexually explicit. He
did not say how many photos were sent among the students involved.
Kurt Wachholz, superintendent of the West Allis-West Milwaukee School District, said in a
statement released Friday afternoon that the district was treating such incidents very seriously.
He said administrators from Hale and Central were working closely with the West Allis Police
Department to address the situation.
"We have strict expectations outlining cell phone usage. The safety of our children is our first
priority," Wachholz's statement says.
The department and the district's student service staff will explore "how we can further educate
our youth on the dangers of this type of texting behavior," he added.
Kathleen MacDonald, Hale's principal, declined to comment in detail on the incident, other than
to call it an inappropriate use of text messaging and to say the school's investigation was ongoing.
Next fall, the Police Department liaison to the School District will talk to students about the
improper use of cell phones, Morrissey said.
June 2015
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Lesson Number: 12
Grade Level: 7th grade
“Sexting and Cyber Bullying”
Milwaukee Public Schools
Human Growth and Development Curriculum
Stancl gets 15 years in prison in Facebook coercion case
By Laurel Walker of the Journal Sentinel
Posted: Feb. 24, 2010 |
Waukesha - Anthony Stancl, who used the social networking site Facebook to deceive and
coerce fellow New Berlin Eisenhower High School students into sexual acts with him in 2008,
was sentenced Wednesday to 15 years in prison and another 13 years of extended supervision.
Waukesha County Circuit Judge J. Mac Davis imposed the sentence because he said Stancl had
proven he was manipulative, excessively self-centered and could still be dangerous.
"I am afraid of what he can and might do," Davis said.
In a case that attracted national media attention, Stancl, 19, of New Berlin, posed as a female on
Facebook and persuaded at least 31 boys to send him naked pictures of themselves. He then
used the pictures - and the threat of releasing them to the rest of the high school - to blackmail
at least seven boys, ages 15 to 17, into performing sex acts.
Before the sentence was imposed, Stancl apologized to the victims and their families, the New
Berlin School District and his own family, especially a brother and sister who continued to attend
New Berlin schools and faced what Stancl called a hostile environment.
"I put you through a terrible situation," he said.
District Attorney Brad Schimel asked for substantial prison time, without being specific. No
victims spoke at the sentencing, but some had sent letters asking for substantial prison time.
Some of the victims were hospitalized for suicidal thoughts or required medication or therapy,
Schimel said.
Defense attorney Craig Kuhary had suggested five years in prison and 10 years of supervision.
He said that Stancl's crimes stemmed from his internal struggles with his homosexuality,
especially after he was "outed" by an older boy with whom he had a sexual relationship in
school.
"Once word got out that he was gay, everything shut down," Kuhary said. He went from being
marginally popular as a member of the Academic Decathlon and golf teams to being isolated
and feeling cornered.
Kuhary said that psychologists with long experience in testing for sexual deviancy concluded
that Stancl was not a deviant, such as a pedophile. He said that while Stancl does need therapy
and psychologists think he could be treated in the community, he deserves punishment for the
harm he did to others.
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Milwaukee Public Schools
Human Growth and Development Curriculum
Schimel said substantial prison time was needed because of the number of victims, the
scheming nature of the crime and the impact on victims.
Schimel also cited a 2004 juvenile case in which Stancl, then 13, was found delinquent for sexual
assault of a 3-year old in a home where he was a babysitter.
Davis said that it would be a mistake to put too much weight on the psychologists' prediction of
whether Stancl would reoffend.
"I don't know," he said. "No one knows."
Stancl initially was charged with a dozen felonies, including repeated sexual assault of the same
child, possession of child pornography, two counts each of second- and third-degree sexual
assault, five counts of child enticement and one count of causing a bomb scare.
As part of a plea agreement, he pleaded no contest to and was convicted Dec. 22 of two felonies
- repeated sexual assault of the same child and third-degree sexual assault. In exchange, the 10
other felony counts were dismissed but considered in sentencing. He could have faced 30 years
in prison and 20 years of extended supervision.
Davis banned Stancl from having any contact with the victims or their families, or the New Berlin
School District, or any minors except with permission of his correctional supervisor. He must
register as a sex offender and cannot use the Internet except with permission of his supervisor.
Stancl was arrested in November as the result of an investigation that started with school bomb
threats traced to an e-mail sent from a New Berlin Public Library computer at a time when he
was logged on. In the follow-up, one of Stancl's victims came forward, first to his parents and
then police, about the sexual assaults.
The case attracted national attention at a time when evidence of "sexting" - sending sexually
explicit messages electronically - was becoming more commonplace and a greater cause for
parental concern.
After the sentence was imposed, with Stancl taken immediately to prison, Schimel said outside
the courtroom that he wasn't sure this case, with all its publicity, was getting through to kids,
because new cases of sexting have continued to occur.
"I'm just not sure they're hearing this message," he said. "I hope their parents are."
June 2015
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“Sexting and Cyber Bullying”
Milwaukee Public Schools
Human Growth and Development Curriculum
Police Investigate Plainfield Sexting Case
Felony charge of distributing child porn possible
Updated: Wednesday, 23 Dec 2009, 8:45 PM CST
Published : Wednesday, 23 Dec 2009, 8:44 PM CST
Sun-Times Media Wire
Plainfield, Ill. - A 16-year-old girl's decision to send a naked picture of herself to a male
acquaintence's cell phone has exploded into the largest sexting case Plainfield police have ever
encountered.
Police have been trying to sort out the case since Dec. 16, when they were contacted by school
personnel for help.
Conversations with about nine teens involved led police to believe about half of the 1,300
students at Plainfield East High School have seen the photo, Sgt. Anthony Novak said.
"It was spreading like wildfire," he said.
Sexting is sending sexual messages or photos electronically, usually by cell phone. According to
the Will County State's Attorney's office, a survey conducted by the National Campaign to
Prevent Teen and Unwanted Pregnancy found one in five teen-agers has admitted to sexting.
Sexting can devastate a child's reputation, and the photos can be posted online for more
widespread dissemination, the state's attorney's office warned.
Novak was not sure when the girl sent the photo. But a churning rumor mill at Plainfield East led
school staff to conduct their own investigation.
By law, school officials were authorized to confiscate and search the cell phones of several
students, Novak said. Plainfield police used what the school officials found to get a warrant to
take nine cell phones from sophomores and juniors at the school, Novak said.
Plainfield police gave the phones to Will County Sheriff's Department investigators, who may be
able to extract deleted data from the phones, he said.
Depending on the situation, consequences for sexting offenders could range from a felony
charge of distributing child pornography to a juvenile probation program, Novak said.
Plainfield police have handled sexting cases before, but nothing like this, Novak said.
"It seems to be becoming more and more prevalent, especially among kids of this age group," he
said. "In the past it's been more boyfriend and girlfriend and only contained to them."
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Milwaukee Public Schools
Human Growth and Development Curriculum
Middle school students charged in 'sexting' case
Police said Valparaiso boy, girl sent nude pictures to each other
By Ken Kosky - [email protected], (219) 548-4354 | Posted: Thursday, January 28,
2010 12:05 am |
VALPARAISO | Two Ben Franklin Middle School students who Valparaiso police said
were caught using their cell phones to exchange nude pictures of each other -- a practice
called sexual texting or "sexting" -- are facing criminal charges.
A 13-year-old Valparaiso girl and a 12-year-old Valparaiso boy were referred to juvenile
probation on charges of possession of child pornography and child exploitation. In adult
court, the charges would carry a maximum penalty of 11 years in prison, but prosecutors
expect the case to be handled in the juvenile system.
"Something needs to be done, but we think dealing with them through the juvenile court
system is appropriate, so as not to saddle them with (consequences) from the adult
system," Porter County Prosecutor Brian Gensel said.
In the adult system, convicted offenders face not only prison time but also having to
register as a sex offender.
The case against the Valparaiso students came to light when the girl's phone went off
during class Jan. 21 and the teacher confiscated it. The teacher told police the girl asked
to delete something from the phone before it was turned over to the administration, but
that request was denied.
The teacher said the girl began crying, saying she would get in trouble because the boy
had sent her a dirty picture.
An investigation revealed the boy sent the girl an explicit photo of himself Jan. 17 and
asked her to use her cellular phone to send back a similar picture of herself, which she
did, police said. Police further found out the girl showed the picture of the boy to one of
her friends.
Deputy Prosecutor Cheryl Polarek said young people don't understand the ramifications
of texting nude pictures or posting certain material on social networking sites like
Facebook. She said a nude picture could end up being shared with half the school and
could get in the hands of people who seek out child pornography.
June 2015
Page 123
Lesson Number: 12
Grade Level: 7th grade
“Sexting and Cyber Bullying”
Milwaukee Public Schools
Human Growth and Development Curriculum
Even though it is illegal to send or possess nude pictures of someone younger than 18, a
national survey found 20 percent of teens have texted or posted online nude or semi-nude
pictures of themselves.
Gensel, who belongs to the National District Attorneys Association, said the association's
trade publication featured a column on sexting that highlighted Montgomery County,
Ohio, Prosecutor Mathias Heck Jr.'s implementation of a "diversion program" for sexting
cases.
Young people who enter the diversion program undergo education on appropriate sexual
boundaries and related topics, complete community service and relinquish their cell
phone for a period of time. If the program is successfully completed, the charges are
dismissed or never filed.
Gensel agrees with Heck that there needs to be some "tempering" of prosecution so some
foolish, consenting behavior doesn't have long-term ramifications on young people's
lives. Gensel favors a system in which young people receive an explanation about how
serious of a matter sexual texting is, and that there will be serious consequences if they
continue doing it.
Valparaiso police Sgt. Michael Grennes said this case shows the need for parents to
educate their children about what they can and can't do with their cellular phones or on
their computers. He also recommends parents to follow through by monitoring their
children's phone and computer use. He also said parents might want to consider whether
their child really needs to own a phone.
Posted in Porter on Thursday, January 28, 2010 12:05 am Updated: 11:04 pm. |
Tags: Indiana, Crime, Valparaiso, Nwslttr
June 2015
Page 124
Lesson Number: 12
Grade Level: 7th grade
“Sexting and Cyber Bullying”
Milwaukee Public Schools
Human Growth and Development Curriculum
Teen's death puts spotlight on cyber bullying
The suicide of a 14-year-old girl in southern Victoria last week has
pushed the issue of cyber bullying into the spotlight.
The suicide of a 14-year-old girl in southern Victoria last week has pushed the issue of
cyber bullying into the spotlight.
The child's mother has blamed the suicide on the Internet. The case, the fourth suicide in
six months among students from the same school, has highlighted the severe impact of
cyber bullying on young people.
"I laid in bed with her in my bed and we discussed [an unwanted Internet message] for
about an hour and she left me fairly happy," the child's mother, Karen Rae, told
Melbourne radio station 3AW. "I can guarantee you if she didn't go on the Internet Friday
night she'd be alive today."
Not-for-profit organisation Beyond Blue's clinical advisor, Dr Michael Baigent, says that
until recently adults and children hadn't taken the threat of cyber bullying seriously.
"I think the effects have mostly been noticed by children and a small group of parents of
the children most affected by it, and until now it hasn't really been an issue that's been in
the forefront of people's attention."
Bullying is a significant factor in mental health problems for children and adolescents.
Mobile phones, instant messaging software, chat rooms and social-networking sites can
all be used for bullying.
Not only is the Internet making it easier for bullying to occur, Baigent said, but the ability
to reach a mass audience online is making the impact worse.
"One of the things that is particularly heinous about [the Internet] is it has the ability to
involve such a large number of people very quickly," Baigent said. "Cyber bullying is a
very powerful single action."
Queensland University of Technology cyber bullying expert, Dr Marilyn Campbell, says
bullying is deeply embedded in our society and that the transition between the
playground and technology use is seamless. According to Campbell, young people don't
make a distinction between their online social life and offline social life.
"We have a bullying culture which kids learn and they grow up with technology as a
social medium, not just the communications that adults use it for," Campbell said. "Even
though there are good things about that, such as connecting with people, there's also a
dark side."
June 2015
Page 125
Lesson Number: 12
Grade Level: 7th grade
“Sexting and Cyber Bullying”
Milwaukee Public Schools
Human Growth and Development Curriculum
Once accused of trying to sex-up bullying by throwing the term "cyber" in front of it,
Campbell said the issue is still not taken as seriously as it should be. She argues that there
is a "digital divide" between children and adults, but hopes that "when this generation
starts parenting, then we won't have so much of the digital divide and people will be
smarter with their kids."
This month, the Australian Communications and Media Authority launched a new
Cybersmart Web site that offers resources for teachers, parents and students to address
cyber safety issues.
However, Campbell said ACMA's site, aimed at "empowering Australian children to be
smart online", does not effectively address the issue of cyber bullying and that
researchers were too slow to realise its consequences.
"Unfortunately the [government's] solutions to cyber bullying are these incredibly
simplistic technological solutions," Campbell said.
"I'd like more research and more concentration on assisting bullies to change their
behaviour rather than supporting victims."
June 2015
Page 126
Lesson Number: 12
Grade Level: 7th grade
“Sexting and Cyber Bullying”
Milwaukee Public Schools
Human Growth and Development Curriculum
MYSPACE MOM LINKED TO MISSOURI TEEN'S
SUICIDE BEING CYBER-BULLIED HERSELF
The woman linked to a fake MySpace profile of a 16-year-old boy created to start an Internet relationship with
Megan Meier, the Missouri teen who hanged herself after receiving hurtful messages, is now believed to be the
victim of a cyber-bullying impersonator herself.
And the online harassment laws that were passed after Meier's death last year now may be
used to help the middle-aged woman, who many believe was responsible for the 13-year-old
girl's suicide.
On Dec. 3, a blog entitled "Megan Had It Coming" carried an entry signed by Lori Drew, the
woman involved in creating the fictitious profile that taunted Meier. The blog entry appeared on
the same day St. Charles County Prosecutor Jack Banas announced there wasn't enough
evidence to charge anyone in connection with Meier's death.
"It's time I dropped the charade. Yes, I made this blog. Yes, I'm Lori Drew," the blogger wrote.
The posting, which recounts in chilling detail the entire Megan Meier incident, mentions Drew's
daughter, who was once friends with Meier. At the time Meier was engaged in the bogus
relationship on MySpace, the two girls were no longer close.
"My daughter had nothing to do with this," the blogger purporting to be Drew wrote. "Everyone
needs to leave her alone. None of you can possibly know her involvement, and none of you can
possibly know what she's gone through. She's just a kid. She doesn't deserve these brutal verbal
attacks. Please stop."
In response to this blog and other news items about the case, angry Internet users left postings
of Drew's home phone number, her business address and other personal information, urging
people to tell Drew what they really think of her.
Comments on the "I Am Lori Drew" entry, many of them unsavory, numbered more than 2,500
on Thursday. "You have psychological problems," one began. "Don't burn in hell. Instead, I hope
you rot in the dirt with the maggots and other disgusting vermin, since that's the only thing you
deserve," another ended.
Drew's attorney, Jim Briscoe, denied that Drew had any involvement with the "Megan Had It
Coming" blog.
June 2015
Page 127
Lesson Number: 12
Grade Level: 7th grade
“Sexting and Cyber Bullying”
Milwaukee Public Schools
Human Growth and Development Curriculum
"I can categorically say that she did not write it," Briscoe told FOXNews.com. "She has not said
anything on the Internet, on any blogs, on any Internet sites."
Briscoe said that Drew, a neighbor of the Meiers, has purposely remained silent in the media
and online during the investigation and since.
"That's part of why she's remained silent, so there's no confusion about that," Briscoe said.
"Anything that's on the Web is not true. She hasn't done anything. She doesn't know anybody
who's done it — anybody who's doing it or has done it."
Prosecutor Banas confirmed to FOXNews.com that the St. Charles County Sheriff's Office is
investigating whether the "Megan Had It Coming" blog and other postings falsely attributed to
Drew have violated any online harassment laws.
On Wednesday, U.S. Attorney General Michael Mukasey, speaking at a national conference of
law enforcement officials in St. Louis, promised to keep up the pressure against online predators
who target children.
Meier hanged herself on Oct. 16, 2006, after being dumped by "Josh," a fictitious boy created by
an 18-year-old employee of Drew, in order to find out what Meier was saying about the Drews'
daughter.
Dardenne Prairie, Mo., Meier's hometown, has since passed a law making online harassment a
misdemeanor. Her death also prompted Gov. Matt Blunt on Tuesday to call for the creation of
an Internet harassment task force, with recommendations to be made to his office within 30
days.
“Megan Meier’s senseless death is a tragic lesson that social networking sites and technology
have opened a new door for criminals and bullies to prey on their victims,” Blunt said in a
statement. “As families and friends continue to remember Megan and celebrate her life, we
must ensure that our laws have the protections and penalties needed to safeguard Missourians
from Internet harassment.”
Some online readers, skeptical that the blog belonged to Drew, surmised it to be the work of an
Internet "troll."
Blogger.com, which houses the blog and lists "impersonation" as one of the things banned from
the site, said it has no information that would call into question the authenticity of the "Megan
Had It Coming" site.
"We take violations of Blogger's policy very seriously as such activities diminish the experience
for our users," a spokesman for Google, Blogger's parent company, told FOXNews.com.
June 2015
Page 128
Lesson Number: 12
Grade Level: 7th grade
“Sexting and Cyber Bullying”
Milwaukee Public Schools
Human Growth and Development Curriculum
"Once we are notified about a blog that impersonates a person, we act quickly to remove it. We
have not received an impersonation claim to date from the individual allegedly being
impersonated."
Drew's lawyer said that online harassment laws could be used against those leaving messages
for his client.
"I haven't seen the laws so I don't know exactly what they cover, but certainly she is being
harassed by the Internet," Briscoe said. "Potentially, laws that are now being created out of this
may be ones that people who are harassing her could be prosecuted [under]."
On Dec. 3, Banas said that statements from Drew and two teens who participated in the
fictitious account couldn't meet criminal standards for the state's statutes on harassment,
stalking or endangering the welfare of a child.
June 2015
Page 129
Lesson Number: 12
Grade Level: 7th grade
“Cyberbullying: Be Upstanding”
Milwaukee Public Schools
Human Growth and Development Curriculum
Phoebe Prince, 15, Commits Suicide After Onslaught of Cyber-Bullying
From Fellow Students
UPDATE: Nine students have been indicted on charges ranging from statutory rape to civil rights violations
and stalking. It appears that Phoebe may finally get her justice. See update story here.
Her principal called her smart and charming. And a boy had just invited 15-year-old Irish immigrant Phoebe
Prince to the winter cotillion, the height of the social season at South Hadley High School in Massachusetts.
But then police received a call.
It came from one of Phoebe's sisters. When cops arrived, they found that the freshman student had hung
herself. Two days before the big dance.
Though they're not releasing any details, police say she was a victim of cyber-bullying from girls at the school
who had an unspecified beef with her over who she was dating.
This wasn't just any case of high school girls behaving badly toward one another. Phoebe apparently faced an
onslaught of bullying via texts, Facebook messages, and in person at the school. Even after her death, the shitty
little girls left disparaging messages on a Facebook page created in her memory. (See the memorial page here.)
"Apparently the young woman had been subjected to taunting from her classmates, mostly through the
Facebook and text messages, but also in person on at least a couple of occasions,'' school superintendent Gus
Sayer told the Boston Globe.
Two students have already been suspended, and more could be on their way to discipline.
It was an especially tragic ending for the Prince family. Anne O'Brien Prince and Jeremy Prince had moved
from County Clare to Massachusetts with their five kids last year. In Phoebe's death notice, they said they
moved in part so "Phoebe could experience America.''
America, it seems, did not give her a very kind welcome.
UPDATE: It seems Phoebe had the misfortune of running afoul of the popular girls at South Hadley
High.
June 2015
Page 130
Lesson Number: 12
Grade Level: 7th grade
“Cyberbullying: Be Upstanding”
Milwaukee Public Schools
Human Growth and Development Curriculum
You know them from your own high school: They were the pretty girls who played sports, were in
cheerleading, and used their good looks to date all the name-brand jocks.
Phoebe Prince wasn't one of them. She was a freshman, had just arrived from Ireland. No way she was cool
enough. She also had the misfortune of briefly dating a senior football player. The popular girls thought she
didn't know her place.
So they stalked her and called her a slut -- to her face, over the phone, on Facebook.
She was walking home the day she died when one of the vile little girls drove past. She chucked an energy
drink at Phoebe and threw more insults the Irish girl's way. Phoebe promptly walked into her house and
hanged herself in a closet.
Even after her death, the popular girls wouldn't let up. They were like some vicious little caricatures of evil
from a Lifetime movie.
According to a great column by Kevin Cullen in the Boston Globe, a student at South Hadley told a TV
reporter that bullying was a common problem at South Hadley High. After the TV crew left, one of the popular
girls came up and punched the student in the head for talking on camera.
UPDATE II: South Hadley officials faced a blistering attack last night for their failure to do anything
about chronic bullying.
Parents recounted numerous incidents of kids being hounded and harassed, sometimes over multiple-year
periods. One man told of how his son was punched in the stomach for befriending another bullied kid. A mom
spoke of how her son was punched and had his face written on with magic marker.
Other parents talked about how they were beat up in school in the '90s. And most seemed to think
administrators turned a blind eye to it all. Father Larry Bay said his daughter was bullied last year, but the
school did nothing to stop it.
June 2015
Page 131
Lesson Number: 13
Grade Level: 7th grade
“STIs Card Sort”
Milwaukee Public Schools
Human Growth and Development Curriculum
National Health Education Standards
Primary Focus
Standard 4 – Interpersonal Communication
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or
reduce health risks.
Secondary Focus
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 5 – Decision Making
Students will demonstrate the ability to use decision-making skills to enhance health.
What You Need to Know- lesson objectives:
Students will learn about Sexually Transmitted Infections. What are common symptoms of STIs,
common causes, how STIs are spread.
Materials:
• 1 set of question and answer cards per student group,
• Teacher Answer Key
• Background Information,
• Tape and wall space (optional) or table/desk for sorting and displaying organized cards.
• “How does it Feel” worksheet for all students
Procedures:
1. Organize students into groups of three
2. Read the following instructions:
• Explain to students that they will need to sort their cards by matching answer cards to the
question cards they address.
• Reassure them they may not know all the answers, yet this activity is designed to introduce
them to material. They should work as a team to make their best guess. They will not be
penalized for guessing.
• Instruct them to complete the sort to their best ability in 10 minutes.
• Cards should be arranged on a desk or table top or taped to a wall space so that it is clear
which answer cards address which question cards.
• If they finish before 10 minutes are up, they should sit down and wait quietly for time to
be called.
3. Pass out a set of question and answer cards to each group.
4. Provide a time remaining reminder at 5 minutes left, 2 minutes left and 30 seconds left.
5. Once time is called, use the answer key to help students arrange cards correctly.
6. Background information included with the answer key has been provided for the teacher's
benefit.
• Background information can be shared with students when reviewing the
correct answers.
7. If time permits, have students write anonymous questions they have about STIs that the
teacher (or support staff) can address in a follow-up class.
• Have groups take turns sharing answers or reporting out to larger group.
• Have students do a walk-about. This will provide the chance for student groups to observe
how other groups sorted, then go back to make any changes in one minute before they report
back to larger group.
June 2015
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Lesson Number: 13
Grade Level: 7th grade
“STIs Card Sort”
Milwaukee Public Schools
Human Growth and Development Curriculum
8. Discuss HIV/STI transmission and prevention.
• HIV/STI is spread through sexual intercourse (oral, vaginal, anal) and injecting drugs.
• It is impossible for adolescents who are abstinent and do not inject drugs to get HIV/STI.
• Adolescents who use condoms reduce their risk of getting HIV/STI through sexual
intercourse.
• Adolescents who have unprotected intercourse and/or inject drugs have a high risk of
getting HIV/STI.
9. Students explore feelings about HIV/STIs using the “How Would You Feel?” sheet. Invite volunteers
to share their responses. Discuss compassion for persons with HIV/AIDS.
• Persons with HIV/AIDS need love and support.
• How does fear get in the way of offering love and support? Are these fears grounded in
fact or myth?
• Persons with HIV/AIDS want to be treated like everyone else.
June 2015
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Lesson Number: 13
Grade Level: 7th grade
“STIs Card Sort”
Milwaukee Public Schools
Human Growth and Development Curriculum
TEACHER ANSWER KEY
1.
Question: What does STI stand for?
Answer: Sexually transmitted infection
Background Info: (for teacher only or to help answer student questions)
Sometimes the terms STI and STD are used interchangeably and this is okay. By strict
definition, infection simply means that a germ - virus, bacteria, or parasite - is present inside
a person's body. An infected person does not necessarily have any symptoms or signs that
the virus or bacteria is actually hurting their body (they do may not feel sick). A disease means
that the infection is actually causing the person to feel sick or to notice something is wrong.
For this reason, the term STI is a much broader term than STD. Understanding the difference
is less important than knowing how to protect our bodies from sexually transmitted viruses,
bacteria, and parasites.
2.
Question: What are some common symptoms of STIs?
Answers: Bumps around private parts
Sores around private parts
Burning when you urinate
Itching around private parts
Drip or Discharge from penis or vagina
Rash around private parts
Pain during sex
No symptoms
Background Info: Having no symptoms is the most common symptom of an STI. For example,
more than 50% of people infected with Chlamydia do not have any symptoms, but can still
spread the infection to others.
3. Question: What causes sexually transmitted infections?
Answers: Virus (examples: HIV, HPV, Herpes, Hepatitis B) Bacteria (examples:
Chlamydia, Gonorrhea, Syphilis) Parasites (examples: Trichomoniasis, Pubic lice)
June 2015
Page 134
Lesson Number: 13
Grade Level: 7th grade
“STIs Card Sort”
Milwaukee Public Schools
Human Growth and Development Curriculum
Background Info:
•
•
•
•
•
•
•
•
HIV = Human Immunodeficiency Virus. A retrovirus that can lead to acquired
immunodeficiency syndrome (AIDS). A condition in humans in which the immune
system begins to fail, leading to life-threatening opportunistic infections.
HPV = Human Papilloma virus. There are more than 40 different strains of HPV.
Some can cause genital warts and some can cause cervical cancer.
Herpes is caused by the Human Simplex Virus (HSV) types 1 and 2. HSV-l and HSV-2
can be found in and released from the sores that the viruses cause, but they also are
released between outbreaks from skin that does not appear to have a sore. HSV-l can
cause genital herpes, but it more commonly causes infections of the mouth and lips,
so-called "fever blisters." HSV-1 infection of the genitals can be caused by oral-genital
or genital-genital contact with a person who has HSV-1 infection. Genital HSV-1
outbreaks recur less regularly than genital HSV-2 outbreaks.
Hepatitis B is a serious disease caused by a virus that attacks the liver. The virus,
which is called hepatitis B virus (HBV), can cause lifelong infection, cirrhosis (scarring) of
the liver, liver cancer, liver failure and death. Hepatitis B is spread by sexual contact
and needle sharing.
Chlamydia and Gonorrhea are bacteria which are often spread from one person to
another at the same time. Both can damage reproductive organs even when
symptoms are not present.
Syphilis is easily cured by antibiotics in early stages but leads to serious incurable
health conditions 10 to 25 years after infection if not treated early.
Trichomoniasis ("Trich") is caused by the single-celled protozoan parasite,
Trichomonas vaginalis, and can cause frothy, foul-smelling discharge, but often does
not have any symptoms.
Pubic lice ("Crabs") are usually spread through sexual contact. Rarely, infestation
can be spread through contact with an infested person's bed linens, towels or clothes.
A common misunderstanding is that pubic lice are spread by sitting on a toilet seat.
This isn't likely, since lice cannot live long away from a warm human body.
4. Question: What does curable mean?
Answer: After taking medicine (from a doctor), the infection is completely gone from
your body and you can no longer spread it to another person.
(Example: infection with bacteria or parasite)
Background Info: Although you may be cured after taking medicine, you can be quickly
re-infected by your sexual partner if they are not treated for the infection at the
same time.
June 2015
Page 135
Lesson Number: 13
Grade Level: 7th grade
“STIs Card Sort”
Milwaukee Public Schools
Human Growth and Development Curriculum
5. Question: What does incurable mean?
Answer: Even after taking medicine (from a doctor), the symptoms are better but the
infection will always be in your body and you can always spread it to another person.
(Example: infection with virus)
Background Info: Viral infections are not always incurable (for example, your body
naturally cures viruses like the common cold). However, all common sexually transmitted
viruses are incurable. One important exception is Hepatitis B which the body can naturally
cure in many cases, but this takes many, many months and during that time the infected
person can spread the virus to others. Some strains of HPV are also naturally cured by
the body, but if you are re-infected with them, they can become incurable.
6. Question: What are three types of sex that can spread STIs?
Answer: Oral sex (mouth on vagina or mouth on penis)
Vaginal sex (penis in vagina)
Anal sex (penis in anus)
7. Question: What is an example of an activity that is not considered “sex”
but can still spread STIs
Answer: Naked rubbing of genitals
Background Info: Intercourse is not necessary for transmission of pubic lice and HPV as
these infections also live on the outside genital skin. Syphilis and herpes can also be spread
by naked rubbing when a sore is present on the outside genital skin (penis, scrotum, and
vulva). STIs passed by body fluid can also be spread by naked rubbing if the vaginal
wetness or male pre-ejaculate comes in contact with the partner's genital skin.
8. Question: What behaviors can reduce your risk of getting an STI?
Answer:
o
o
o
o
June 2015
Use a condom or other barrier every time you have sex
Choose not to have sex (abstinence)
Limit the number of partners you have sex with
Get tested for STIs regularly and before having sex with a new partner
Page 136
Lesson Number: 13
Grade Level: 7th grade
“STIs Card Sort”
Milwaukee Public Schools
Human Growth and Development Curriculum
What are three types of sex that
can spread STIs?
What does curable mean?
What behaviors can reduce your
risk of getting STIs?
What does incurable mean?
June 2015
Page 137
Lesson Number: 13
Grade Level: 7th grade
“STIs Card Sort”
Milwaukee Public Schools
Human Growth and Development Curriculum
What does STI stand for?
What are some common symptoms
of STIs?
What is an example of an activity
that is not “sex” but can spread
STIs?
What causes sexually transmitted
infections?
June 2015
Page 138
Lesson Number: 13
Grade Level: 7th grade
“STIs Card Sort”
Sexually transmitted
infection
Sores around private parts
Milwaukee Public Schools
Human Growth and Development Curriculum
Bumps around private parts
Itching around private
parts
Burning when you urinate
Drip or Discharge from
penis or vagina
Rash around private parts
Pain during sex
June 2015
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Lesson Number: 13
Grade Level: 7th grade
“STIs Card Sort”
No symptoms
Virus (examples: HIV,
HPV, Herpes, Hepatitis B)
Milwaukee Public Schools
Human Growth and Development Curriculum
After taking medicine (from a
doctor), the infection is completely
gone from your body and you can
no longer spread it to another
person.
Even after taking medicine (from a
doctor), the symptoms are better but
the infection will always be in your
body and you can always spread it to
another person.
Bacteria (examples:
Chlamydia, Gonorrhea,
Syphilis)
Parasites (examples:
Trichomoniasis, Pubic lice)
Oral sex (mouth on vagina
or mouth on penis)
Anal Sex (Penis in Anus)
Naked rubbing of genitals
Use a condom or latex
barrier every time you
have sex
Choose not to have sex
(abstinence)
Limit the number of
partners you have sex
with
Get tested for STIs
before having sex with a
new partner
June 2015
Vaginal sex (penis in
vagina)
Page 140
Lesson Number: 13
Grade Level: 7th grade
“STIs Card Sort”
Milwaukee Public Schools
Human Growth and Development Curriculum
Name ____________________________
How Would You Feel?
Directions: Answer these questions about HIV and STIs.
1. You drank some beer at a party and let a friend pierce your ear cartilage with a needle that someone
else had used. You know that HIV is spread through blood and that using a dirty needle is risky.
•
How would you feel the next day?
•
What would you do?
2. Your best friend is dating the most popular guy in school. Everyone has heard that he has had sex with
some older girls. Your friend tells you that she and her boyfriend have thought it over and have decided
to have intercourse.
•
How would you feel?
•
What would you do?
3. There is a new boy in school who sits next to you in math class. He tells you that he left his other
school because people found out he had HIV and were very cruel.
•
How would you feel?
•
What would you do?
June 2015
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Lesson Number: 13
Grade Level: 7th grade
“STIs Card Sort”
Milwaukee Public Schools
Human Growth and Development Curriculum
4. You hear that a person you had dated last year has been visiting the local STI clinic. Your friends think
he/she has just found out that he/she has an STI.
•
How would you feel?
•
What would you do?
June 2015
Page 142
Lesson Number: 13
Grade Level: 7th grade
“STIs Card Sort”
Milwaukee Public Schools
Human Growth and Development Curriculum
Assessment: 7th Grade Lesson 13:
1. Define STIs.
2. List some common symptoms of STIs?
June 2015
Page 143
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
National Health Education Standards
Primary Focus
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Secondary Focus
Standard 5 – Decision Making
Students will demonstrate the ability to use decision-making skills to enhance health.
What You Need to Know- lesson objectives:
Students will:
• be able to describe how the human immunodeficiency virus (HIV) affects the immune system. They
will also be able to name the four body fluids that transmit HIV and cite the three most common ways
that HIV and STIs are transmitted. They will be able to define abstinence and understand the role of
condoms in the prevention of sexually transmitted Infections (STIs).
Materials:
• Transparencies: HIV Lifeline, Parts 1-3 (identical to HIV Lifeline worksheets)
• Overhead projector
• Various colors of tissue paper
• Scotch tape
• Pair of scissors
• Make one Onion Ball per class:
1. Cut out the questions for the Onion Ball Question Sheet into strips
2. Take tissue paper and form a small ball.
3. Tape the last question to be answered on to the tissue paper ball.
4. Take a different colored tissue paper, wrap it around the ball and tape it together.
5. Tape the second to last question on the tissue paper. Continue this process until all of the
questions have been taped to the ball, with question number one on the outside of the ball.
6. The final product should be an “onion” with alternating layers of tissue paper and Questions.
• Students need: Worksheet: HIV Lifeline, Parts 1-3
• HIV Statistics charts and graphs
Procedures:
1.
Set the stage.
2.
HIV Statistics
3.
Present HIV Lifeline and use student worksheet to clarify basic AIDS information.
4.
Use the Onion Ball Question and Answer Game to reinforce the concepts.
5.
Close the lesson.
Activities:
1. Set the stage.
So far, in this unit, we’ve talked about ____ [whatever you have done in the last week or so].
Today and tomorrow, we’ll be talking about HIV and AIDS.
Some of you probably remember a lot from previous years’ classes. [Ask for a show of hands.]
Who has had HIV/AIDS lessons before? Some of you have read a lot on the subject, or seen TV specials,
or you’ve learned a lot from family members about HIV and AIDS. I hope you will share some of what
you know today.
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But just because you may already know some things about the disease, doesn’t mean this class will
be boring or that you won’t still learn some things. I guarantee that you will. This class will be useful for
everybody, regardless of whether you are male or female, gay or straight. It will be helpful even if you
haven’t had a boyfriend or girlfriend yet, even if you don’t plan to have sex until you are much, much
older.
Most people will need to know about HIV eventually. Maybe your best friend will have a family
member with AIDS. Maybe someone at school will be infected. And besides, if you are well informed,
you can act as health teachers for your friends, when they may have wrong information or unnecessary
fears.
2. HIV Statistics
• Have students get into pairs, groups, or have discussion as a class. Which populations are more
at risk for HIV? Which part of the state has the most cases of HIV? What behaviors are most
likely to cause a person to become infected with HIV? Each slide could have a discussion on
risks, prevention, behaviors, groups most affected, etc.
3. Present HIV Lifeline and use student worksheet to clarify basic AIDS information.
Show the HIV Lifeline Transparencies, Parts 1-3. Pass out HIV Lifeline Worksheets, Parts 1-3,
and ask students to write on their worksheets as you write on the transparencies.
Box #1:
Does anyone know what the letters H I V stand for?
Write on the transparency: Human Immunodeficiency Virus.
• Human refers to people not to animals or insects. Only people can have HIV.
• Immunodeficiency is the words “immune” and “deficiency” smashed together into
a compound word.
- Your immune system is made up of the parts of the body that fight infections
A deficiency is not enough of something.
• So immunodeficiency is not enough ability to fight infection.
• A virus is a very small kind of a germ.
Box #2
There are two important parts of the immune system that you need to understand to make
sense of HIV.
Write on transparency: T-cell and Antibody.
• A T-cell is a specific kind of a white blood cell that is the boss or “conductor” of the
immune system. HIV attacks and kills T-cells.
• An antibody is one of the fighters of the immune system. HIV antibodies try to kill off
HIV. They do kill some. They never kill them all.
Box #3
What 4 body fluids can transmit HIV?
Write on transparency: Transmit, Blood, Semen, Vaginal Fluids, Breast Milk
• To transmit a germ is to pass or carry it from one person to another.
• Semen is the fluid that carries sperm.
• Vaginal fluid is the wetness in a woman’s vagina.
Box #4
Tell me the body fluids from which people don’t catch HIV?
Write on transparency: Saliva, Urine, Sweat, Tears.
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If the saliva or urine were bloody, HIV might be transmitted.
Show the transparency, HIV Lifeline, Part 2.
Box #5
• This is Student X. He has HIV. How might he have gotten infected? What are the three
most common ways that people get infected with HIV?
• If students respond with less likely or impossible means of transmission, clarify which are
unlikely and which are impossible. Focus on the 3 most common means
of transmission.
• Write on the transparency: Had sex without using a condom, Shared needle, and Got
from Mom (as a baby).
• Student X is 14 years old and in the 9th grade. Most students in middle school and junior
high are not having sex, but Student X is. He actually got infected 1 week ago by having
sex without a condom with someone who has HIV.
• Imagine that this is Student X’s lifeline across your worksheet page. He gets older as we
move through the numbered drawings.
• This [Box 5] is the day that Student X got infected. From this day forward Student X
has HIV and could transmit it.
Box #6
• Student X can find out that he has HIV, but he will have to wait a little bit. If you
tested Student X tomorrow it wouldn’t show that he has HIV. The standard HIV test
doesn’t look for the virus itself. It looks for antibodies to HIV. Remember, antibodies
are a part of your immune system; they fight off germs.
• It will probably take Student X at least a few weeks to build up enough antibodies to
show up on an HIV test. So he has no way to know it yet, but he has HIV and he can
give it to others if he shares a needle with them or has unprotected sex with them. After
three months, an HIV test would tell him for sure that he is infected. If he hadn’t gotten
infected, it would tell him that too. But Student X feels fine, so it may not occur to him
to get tested. About one quarter of people with HIV don’t yet know they are infected.
Write on transparency: 3 months and Antibodies
Box #7
• Then, probably for years, Student X will NOT have any symptoms that he is infected
with HIV. He’ll feel fine and healthy and he will keep going to work or school. This is
called being “asymptomatic.” It doesn’t mean the HIV has gone away. It hasn’t. It is
gradually multiplying in his body, killing off T-cells as it multiplies. Remember T-cells
are a kind of white blood cell. They sort of run the immune system; they tell antibodies to
fight germs including HIV.
• But Student X feels fine because he had so many T-cells to begin with that he was able
to keep fighting off other germs even as the HIV began to kill off his T-cells.
• The average person with HIV is in this asymptomatic phase where they feel perfectly
healthy for about 10 or 12 years. But that’s just an average. It could be just a couple of
years. It could be 15 or 20 years or longer, especially if they are getting treatment. But
we’ll come back to that.
Write on the transparency: 10-12, Symptoms, and Asymptomatic.
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Human Growth and Development Curriculum
Box #8
• Now it has been ten years so Student X is now 24. HIV is starting to win the fight against
his immune system. HIV has killed off enough of his T-cells that his immune system is
seriously weak. Student X suffers often from nausea and diarrhea. He is so tired that
many days he can’t get out of bed. The doctor tells him that he now has AIDS, the last
stage of HIV infection.
• Student X happened to get nauseous and tired. People with HIV get lots of different
infections and conditions that they just can’t fight off very well: certain cancers,
pneumonias, and other things that people with healthy immune systems almost never get.
If Student X gets one of a long list of specific diseases and conditions or if the number of
T-cells in his blood drops so low that it is clear he will get sick soon, his HIV-infection is
called “AIDS.”
Write on the transparency: 24 and AIDS
Box #9
Does anyone know what the letters A I D S stand for?
Write on the transparency: Acquired Immune Deficiency Syndrome
• To acquire is to get or catch. HIV is something that you can only get from
someone who has the infection. It’s not in your genes.
• Immune refers to your immune system (the parts of the body that fight
infections.)
• Deficiency is not enough of something.
• A syndrome is a collection of symptoms (what people feel) and signs (what can
be seen or measured – like a temperature).
So AIDS is the last stage of HIV infection when HIV (a virus that you get from other
people) has destroyed so much of your immune system that it doesn’t have the ability to
fight infections and you start to have a variety of signs and symptoms.
Box #10
•
•
Now Student X has AIDS. He goes in and out of the hospital multiple times. First,
he gets pneumonia and goes into the hospital while the doctors treat the pneumonia.
Then when he is over the pneumonia, he goes home. Then a few months later, he
gets a serious eye infection goes back into the hospital. Then he gets better again.
And so on.
Finally, he will probably die from something his body can no longer fight off. The
average person, once they get diagnosed as having AIDS, lives another three years or
so. But that is just an average. Student X might live longer. He might die sooner. As
far as we know, everybody who gets HIV will eventually get sick enough that we
consider them to have AIDS and die from something their body can no longer fight off
… unless of course they happen to pass away first by getting hit by a car or whatever.
Write on the transparency: 10 to 12.
Show the transparency, HIV Lifeline, Part 3.
Box #11
• Okay, that was a lifeline of someone who had HIV and did not get treatment.
90% of the HIV/AIDS cases in the world are in developing countries where
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quality treatment is not available or in parts of the United States where people
can’t afford treatment.
Let's talk about how treatment affects the life of someone with HIV. As we said
earlier, on average a person with HIV would be in the asymptomatic phase—where
they feel healthy and don’t have any symptoms—for about 10 or 12 years. If Student
X is taking effective HIV treatment, he could stay healthy (unless he has side effects
from the drug) for much longer. We’re not sure how long because the medicines are
so new. The pills don't seem to help everyone, but they have helped a lot of people.
Largely because of these treatments, more people with HIV are living longer.
Write on the transparency: Longer
Box #12
• If Student X started taking effective treatment, his life would be very different. He
would now have to take a lot of pills everyday -- up to 30 or more. If he skipped any,
or took them at the wrong times, they might not work.
• Sometimes the pills cause side effects, so even though HIV is not destroying
Student X’s immune system as quickly, the pills may give him nausea, diarrhea,
even diabetes or high blood pressure.
• And the pills don't seem to help everyone. Some people take them and HIV
continues to be strong in their body.
• The pills also cost a lot of money. If Student X has insurance, his insurance might
pay for all or most of the cost of the pills.
Write on the transparency: Lots of pills, Pills can make people sick, Pills don’t
work for everyone and Pills cost a lot of money.
Box #13
Let’s rewind and go back to the day that Student X got infected. We want to keep
Student X safe.
Write on the transparency: Safe.
Box #14
•
•
Student X got infected by having unprotected sex with a person who had HIV.
What could Student X have done differently to protect himself from HIV?
He could have chosen to not have sex. Another word for that is abstinence.
“Abstinence” is a fancy word for choosing not to do something. People sometimes
decide to abstain from all kinds of things: chocolate, cigarettes, sex, TV, meat and so
forth. When people decide to abstain from something, it may be a temporary or longterm decision. So sexual abstinence means choosing not to have sex.
Write on the transparency: Abstinence.
•
June 2015
Student X also could have chosen to practice monogamy. Monogamy is when two
people have sex ONLY with each other. If both people have been tested and know
that they are not infected with HIV (and have no risky encounters that might have
resulted in infection since their last test) and if both people are faithful and do not
cheat on their partner, then monogamy provides protection against HIV infection.
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Write on the transparency: Monogamy.
•
Student X also could have used condoms to protect himself from HIV. Condoms
greatly reduce the risk of HIV infection. They also protect against unwanted
pregnancy and other sexually transmitted Infections. Condoms are very effective
when used correctly *-- and every time.
Write on the transparency: Condoms.
•
Discuss correct condom use with your class. Use teacher reference sheet “Correct
Condom Use” as a basis for the discussion. If you don’t teach about correct condom
use, tell students how they could learn more about this topic (e.g., talking with their
doctor, etc.)
4. Use the Onion Ball Question and Answer Game to reinforce the concepts. (15 minutes)
• Okay, now we are going to play a game to see how much we all remember about HIV.
• Have students move the desks back or otherwise make space for the group to stand or sit in a
large circle.
• This ball has a series of questions on it. I’m going to toss—not throw, but toss—the ball
to someone. There is a question on the outside of the ball. They are going to read the
question out loud. They can choose to answer the question themselves or ask for volunteers
to answer the question. They will call on a person with their hand raised. Once the question
has been answered, the person will toss the ball to someone else. This new person will
remove the top layer of tissue to find the next question and so on. Any questions on how this
is going to work?
• Toss the ball to the first student. Appropriate answers to each question are listed below.
A. What is the job of the immune system?
• The immune system helps the body fight off infections and other diseases. It helps keep a
person healthy.
B. What is HIV?
• Human Immunodeficiency Virus (HIV) is the virus that causes AIDS. It attacks the
body’s immune system.
• Over time HIV gradually destroys the body’s ability to fight off infection and disease.
Then people are more likely to get infections and cancers that would not normally develop
in healthy people.
C. What is AIDS?
• Acquired Immune Deficiency Syndrome (AIDS) is the last stage of HIV infection, when
a person’s immune system doesn’t work very well anymore.
D. What happens to a person who has HIV?
• If a person gets infected with HIV, generally they will still live for many years (unless they
get hit by a car or die for some other reason).
• Soon after they get infected, their body's immune system will start to fight HIV.
• Their immune system will make antibodies to try to fight the virus, but they won’t be able
to kill all of it. (Antibodies are special cells in the blood that fight infection)
• Then, probably for years (on average 10 -12 years, but usually a lot longer with treatment),
they will NOT have any symptoms showing that they’re infected. They’ll feel fine and
healthy and will keep going to work or school. This is called being “asymptomatic.”
During that time, they can still transmit the virus to other people even though they feel fine.
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•
Finally, HIV will have damaged their immune system so that it is seriously weak. At this
point, they may start to get other infections and conditions that they just can’t fight off very
well. The doctor may say that their HIV infection is now called “AIDS.”
• Finally, they may die from something their body can no longer fight off. The average
person, once they get diagnosed as having AIDS, lives another three years or so. With
treatment, people can live much longer.
E. What are four fluids known to transmit the virus?
• Blood
• Semen
• Vaginal fluids
• Breast milk
F. What are the two most common ways that HIV transmission occurs?
1. Unprotected sex with an infected partner. [Note: Some 7th graders will think that “sex”
means vaginal intercourse only. Gay and lesbian 7th graders may also think you are
speaking only to their heterosexual classmates.
2. Sharing needles to use drugs.
G. What are other ways that HIV transmission occurs?
• If a woman is infected with HIV, she can give it to her baby during pregnancy or birth, or by
breastfeeding. Breastfeeding is the healthiest way to feed a baby except for moms who
have HIV.
• Doctors, nurses or other health care workers can be infected with HIV if they get stuck
by a used needle or get HIV infected blood in their eyes or in cuts.
• It is very rare for a patient to get infected with HIV from receiving HIV-infected blood during
an operation or receiving an organ from a person infected with HIV. This was a bigger
problem before the U.S. began testing the blood supply in 1985. It is still a problem in
countries that cannot afford to test their blood supply.
• It is theoretically possible to get HIV from sharing needles for tattoos or piercings. There are
no known cases of these two modes of transmission; however, hepatitis B and C have been
transmitted those ways. We recommend not sharing needles - period. It is safest to have
piercing and tattooing done by a professional who follows proper cleaning procedures.
• Steroids, like mind-altering drugs, are sometimes taken through needles. Sharing needles
could transmit HIV and other viruses.
H. What are some ways that HIV is not transmitted?
• Donating blood
• Being bitten by a mosquito
• Sitting on a toilet seat
• Shaking hands
• Hugging
• Sneezing
• Sharing eating utensils, food, or objects handled by people with HIV
• Spending time in the same house, school, or public place with a person with HIV
I. Can kissing transmit HIV?
• In the twenty years of the HIV/AIDS epidemic, there has only been one case of HIV
transmission thought to be from kissing. Both people in this case had lots of bleeding from
their gums and other sores in their mouths.
• You do not need to worry about getting HIV from kissing.
J. What is the only 100% safe way to protect oneself?
• Abstinence from injection drugs and sex
K. What is abstinence?
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Human Growth and Development Curriculum
•
•
“Abstinence” is a fancy word for choosing not to do something.
People sometimes decide to abstain from all kinds of things: chocolate, cigarettes, sex, TV,
meat and so forth.
• When people decide to abstain from something, it may be a temporary or long-term
decision.
L. TV and movies make sex and drugs look so good, why would anyone ever abstain?
• People and their families have many different beliefs about abstaining from sex; some
of these are religious beliefs.
• For example, some people believe that no matter how old they are, it is best to abstain from
sex unless they are married, or until they are able to support a baby, or until they have both
been tested for HIV and other STIs.
• Some people abstain so they can focus on schoolwork and other activities.
• Some abstain to decrease the chance of getting their heart broken.
• Some teens don’t want to disappoint their parents.
• People also abstain from injection drugs for all kinds of reasons. They may want to avoid
hepatitis, HIV, addiction, or getting arrested. They may want to avoid getting high and
making sexual decisions they will later regret.
M. How can people find out if they are infected with HIV?
• They can get a blood or oral test that checks for antibodies to HIV.
• Almost everybody with HIV has enough antibodies to show up on a test within 3
months from the time they got infected.
• Most people who are infected feel fine for years so they don’t think of getting tested; most
doctors won’t do the test unless the patient specifically asks.
• People of any age can get tested confidentially at Public Health Department clinics, Planned
Parenthood clinics, doctors’ offices and STI clinics.
• Around here people can get tested at__________ . [Fill in the blank if you know specifics.]
• People abstain so they can focus on schoolwork and other activities.
N. Most people have sex some time in their lives. What should they know in order to
protect themselves?
• Condoms greatly reduce the risk of pregnancy as well as HIV and other STIs.
Condoms are very effective when used correctly *-- every time.
• Many birth control methods are very effective at preventing pregnancy, but only condoms
and abstinence protect against HIV and other STIs. Some people use condoms with another
birth control method to protect themselves against pregnancy AND disease.
• The fewer partners a person has in their life and the longer they can delay beginning to have
sex, the lower their risk of getting or giving HIV or other STIs.
• It is safest to practice monogamy with an uninfected partner. Monogamy is when two
people have sex ONLY with each other. Before beginning a new monogamous relationship,
if either person has taken risks in the past, they should get tested to be sure they are not
already infected.
* Barriers include male condoms, female condoms and dental dams.
5. Red light/Green light activity
• Draw 3 traffic lights on 5" x 7" index cards. Make the first light red, the second green and
the third yellow. Tape the traffic lights along the wall to create a risk continuum from
green to red. OR have ready Traffic Light cards from the Activity Kit (optional).
• Read one of the risk behaviors. Have students get up and walk to the sign that they think best
represents the level of risk for contracting HIV. Tell students to only read what is on the card, do
not assume anything else is happening.
• An alternate activity could be to have students get into groups and give each group a red,
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•
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yellow and green sign.
Red means a high risk
Yellow means some risk
Green means little/no risk
• A third option is to use the HIV risk cards and have students walk up to the red, yellow and
green signs in the room and put the card under the correct sign.
When all cards have been placed along the wall, review each behavior and its place along the
continuum. Ask if any cards should be moved, discuss why, and do so, if appropriate. Ask for
class consensus on where each card belongs. Remind students that the purpose of this activity is
to identify the relative risk of behaviors, not to judge those who placed the cards.
Once the whole class agrees about where each card should be placed along the continuum,
ask students to look at the behaviors and privately consider whether they are doing any of
these things.
6. Close the lesson. (2 minutes)
If you remember one thing from today, I hope you remember that HIV is preventable.
Lesson extensions:
HIV/AIDS Prevention worksheet and Refusing or Delaying Quiz worksheets are available for
class work and discussion if time allows.
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HIV INFECTION
Figure 18: AIDS diagnosis rate for the United States and
Wisconsin, 2008
Rate per 100,000 population
20
15
12.2
10
5.7
5
3.0
2.0
0
United States
Wisconsin
Milwaukee
Wisconsin
excluding
Milwaukee
Sources: Centers for Disease Control and Prevention
http://www.cdc.gov/hiv/surveillance/resources/reports/2008report/ and
Wisconsin Division of Public Health AIDS/HIV Program, 2010.
29
Figure 18 compares AIDS diagnoses for all age groups for the U.S., Wisconsin, the Milwaukee
Metropolitan Statistical Area (MSA) (a four-county area that includes Milwaukee), and the state
excluding the Milwaukee MSA.
The AIDS diagnosis rate in Wisconsin is approximately one-quarter that of the nation. The rate in
Milwaukee is three times higher than the rest of the state, but substantially lower than that of many
other states and cities.
This figure uses diagnoses of AIDS, because many jurisdictions in the US have only recently begun
reporting diagnoses of HIV (as opposed to AIDS). The remaining figures in this report use reported cases
of HIV. Wisconsin has had confidential name-based HIV reporting since 1985.
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HIV INFECTION
Figure 19: Percentage of reported cases of HIV infection by
age at diagnosis, Wisconsin, 2005-2009
50%
43%
40%
35%
30%
21%
20%
10%
2%
0%
Under 15
15-29
30-44
45 and older
Age group
Source: Wisconsin Division of Public Health AIDS/HIV Program, 2010,
http://www.dhs.wisconsin.gov/aids-hiv/Stats/2009CompSurvReportRev03192010.pdf
30
During the last five years (2005-2009), 35% of persons diagnosed with HIV infection have been between
the ages of 15 and 30. Since the beginning of the epidemic, the median age of diagnosis has been in the
early- to mid-thirties.
It is important to note that the age of diagnosis is not usually the age when the HIV infection is acquired.
The Centers for Disease Control and Prevention estimates that at least one-half of all persons with HIV in
the U.S. acquired the infection before age 25.
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HIV INFECTION
Figure 19: Reported cases of HIV infection for persons* ages 15-24 by
sex, rate per 100,000 population, Wisconsin, 2000-2009
2.5
Case rate per 100,000 population
Male
Female
2.0
1.5
5-fold
difference
in 2009
1.0
0.5
0.0
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Year of report
* Initially diagnosed with HIV or AIDS in Wisconsin
Source: Wisconsin Division of Public Health AIDS/HIV Program, 2010
31
Figure 19 and the two figures that follow show similar patterns—disparities in rates between the groups
shown and an increasing trend in one population while cases have remained relatively level in other
populations.
Young males ages 15-24, are reported with HIV at a rate five times that of young females. In addition,
case rates in males tripled over the course of the decade, whereas they remained relatively level in
females.
Because HIV is often diagnosed several years after the infection is acquired, this sections uses the age
group 15-24 rather than adolescents aged 15-19, used in the rest of this document.
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HIV INFECTION
Figure 20: Reported cases of HIV infection for persons* per 100,000
population, ages 15-24 by race/ethnicity, Wisconsin, 2000-2009
15
Reported cases per 100,000
African American
African
American
Hispanic
White
10
28-fold
difference
in 2009
5
White
0
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Year of report
* Initially diagnosed with HIV or AIDS in Wisconsin
Source: Wisconsin Division of Public Health AIDS/HIV Program, 2010
32
Rates of HIV more than doubled in African Americans over the course of the decade, while they have
fluctuated in Latinos and remained flat in Whites in Wisconsin. In 2009, new HIV case rates were 28 and
10 times higher in African Americans and Latinos respectively compared to Whites.
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HIV INFECTION
Figure 21: Reported cases of HIV infection for persons ages 15-24,
by adjusted risk, Wisconsin, 2000-2009
60
MSM (including MSM/IDU)
Injection drug users
Reported cases
Heterosexual
IDU = 2%
40
Heterosexual = 14%
20
MSM = 84%
0
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Year of report
* Initially diagnosed with HIV or AIDS in Wisconsin
Source: Wisconsin Division of Public Health AIDS/HIV Program, 2010
33
Men who have sex with men (MSM), including MSM who inject drugs, accounted for more than five of
six reported cases of HIV in young people ages 15-24 in 2009. Reported cases also increased by more
than five-fold in this population over the course of the decade.
Heterosexuals made up one-in-seven new cases in 2009. Cases attributed to injection drug use (IDU)
declined by 79% from 2000 to 2009 and accounted for only 2% of cases in this age group in 2009.
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HIV INFECTION
Figure 22: Reported cases of HIV infection in persons* ages 15-24,
by county, Wisconsin , 2005-2009
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! !
!
!
!
!
1 dot = 1 case
Dane County,
40 cases
!
!
!
!
!
* Initially diagnosed with HIV or AIDS in Wisconsin
!
!
!
!!!
!! !!!!!!!!!!!!!!!!!!!
!!
!! ! !!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!
!
!!!! !!!!!!!!!!!!!
!
!!! !!!
!
!
!!
!
Milwaukee County,
154 cases
!
34
Source: Wisconsin Division of Public Health AIDS/HIV Program, 2010
Cases of HIV in young people ages 15-24, were reported in 35 of Wisconsin’s 72 counties during the
period 2005-2009. Of the 277 cases reported with an initial HIV or AIDS diagnosis in Wisconsin, 55%
were from Milwaukee County and 14% from Dane County. Five cases (not shown) were reported from
correctional settings.
June 2015
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Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
Impact of HIV on young people (15-29)
in different demographic groups in Wisconsin
Of 100 Wisconsin residents, ages 15-29. How many have HIV?
• All residents in that age group
• Young white men who have sex with men (MSM)
• Young Latino MSM
• Young African American MSM
35
The following slides show the differential impact that HIV infection has on populations of young people.
The percentages of Wisconsin residents ages 15-29 in different demographic groups that are estimated
to be living with HIV are shown in Figures 24-28.
The reader is encouraged to estimate the percent of Wisconsin residents ages 15-29 in each of the
following populations that have HIV infection before proceeding to the next slide.
•
•
•
•
All residents ages 15-29
Young white men who have sex with men (MSM) ages 15-29
Young Latino MSM ages 15-29
Young African American MSM ages 15-29
June 2015
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Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
Fewer than one in one thousand young people ages 15-29 in Wisconsin have HIV infection.
June 2015
Page 160
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
For every 100 young White men who have sex with men (MSM) ages 15-29 in Wisconsin, 1 person is
living with HIV.
June 2015
Page 161
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
For every 100 young Latino MSM ages 15-29 in Wisconsin, 4 are estimated to be living with HIV.
June 2015
Page 162
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
As many as 12 of every 100 young African American MSM ages 15-29 in Wisconsin is estimated to be
living with HIV.
June 2015
Page 163
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
HIV LIFELINE (PART 1)
Box 1
What does HIV Stand for?
Box 2
Two key parts of the immune system
H
I
A _______________ is a kind of white
blood cell, the boss of the immune system,
which attacks HIV.
V
An ____________________ is one of the
fighters of the immune system.
Box 3
Four fluids that can transmit HIV
Box 4
Which fluids are safe?
1
1
2
2
3
3
4
4
June 2015
Page 164
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
HIV LIFELINE (PART 2)
Box 5
This is student X
Box 6
Box 7
Student X can find out if he has HIV
Student X feels fine for _____ years.
0
0
He has no ______________
After _____ months there are
He has HIV. How could he have
caught it?
(an average of _____ years)
He is __________________
enough ____________ to show up
on a test
1
2
3
Box 8
Box 9
Box 10
Ten years later, Student X is
A ______________________
Student X is in the hospital on and
off
_____ years old
I_______________________
His immune system is losing
the fight. Student X has
D______________________
(an average of _______ years)
Then student X dies.
S_______________________
June 2015
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Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
HIV LIFELINE (PART 3)
Box 11
Box 12
Treatment helps people live
Problems with treatment
1
2
3
4
Box 13
Box 14
Rewind
How?
1. No sex = ___________________________
0
2. Have only one uninfected partner who only
has sex with him =______________________
Let’s keep student X
June 2015
Use protection
Page 166
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
Answer Key: HIV Lifeline (Part 1)
Box 1
What does HIV Stand for?
Human
Immunodeficiency
Box 2
Two key parts of the immune system
A t-cell
is a kind of white blood cell,
the boss of the immune system, which
attacks HIV.
Virus
An
antibody is one of the fighters of
the immune system.
Box 3
Four fluids that can transmit HIV
Box 4
Which fluids are safe?
1 blood
1 spit/saliva
2semen
2 pee/urine
3vaginal fluids
3 sweat
4 breast milk
4 tears
June 2015
Page 167
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
Answer Key: HIV Lifeline (Part 2)
Box 5
This is student X
Box 6
Box 7
Student X can find out if he has HIV
Student X feels fine for _10-12____
years.
0
0
After __3___ months there are
He has HIV. How could he have
caught it?
enough antibodies to show up on a
test
(an average of _10-12 years)
He has no symptoms
He is asymptomatic
1 sex without a condom
2 shared needle
3 got it from mom
Box 8
Box 9
Box 10
Ten years later, Student X is
A cquired________
Student X is in the hospital on and
off
_24____ years old
I_mmune______________
His immune system is losing
the fight. Student X has
AIDS
D eficiency______________
(an average of ___3___ years)
June 2015
Then student X dies.
S yndrome_______________
Page 168
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
Answer Key: HIV Lifeline (Part 3)
Box 11
Box 12
Treatment helps people live
Problems with treatment
1
longer
2
3
4
Box 13
Box 14
Rewind
How?
1. No sex = _abstinence_______________
0
2. Have only one uninfected partner who only
has sex with him =__monogamy________
Let’s keep student X
Use protection= condoms
Safe
June 2015
Page 169
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
HIV Risk Behaviors Answer Sheet
Little to no Risk
Some Risk
Risky
Massage
Deep wet kissing
Unprotected vaginal, oral and
anal sex
Receiving a blood transfusion today
Using condoms
Using the same condom twice
Dry kissing
Unprotected oral sex
Abstaining from sex
Cleaning spilled blood without
wearing gloves
Sharing needles to inject drugs
Fantasizing
Sharing needles for tattooing
Masturbation
Sharing needles for injecting
steroids or vitamins
Hugging
Reusing a needle that has been
cleaned with water
Donating blood
Breast feeding from infected
mother
Maintaining a lifetime, mutually
monogamous relationship with an
uninfected partner who does not
use injection drugs
Abstinence
Clarification on a few risk behaviors:
Receiving a blood transfusion today: Blood is now tested when it is donated. There is less than a 0.1%
chance you would receive blood infected with HIV. That small of a chance puts it in little to no risk.
Donating blood: If you go to a reputable agency there is no way you can contract HIV by donating
blood. They use new equipment for each person.
Monogomy: Students will argue that you can not trust your partner and they will cheat. That is not
what the cards says. If both partners have only been with one person and have not used needles to
inject drugs the chances your partner still has contracted HIV is extremely low.
June 2015
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Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
Massage
Receiving a blood
transfusion today
Dry kissing
June 2015
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Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
fantasizing
masturbation
hugging
June 2015
Page 172
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
maintaining a lifetime,
mutually monogamous
relationship with an
uninfected partner who
does not use injection
drugs
June 2015
Page 173
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
deep wet kissing
using condoms
unprotected sex
June 2015
Page 174
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
cleaning spilled blood
without wearing gloves
unprotected vaginal,
oral and anal sex
June 2015
Page 175
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
using the same condom
twice
sharing needles to
inject drugs
sharing needles for
tattooing
June 2015
Page 176
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
sharing needles for
injecting steroids or
vitamins
June 2015
Page 177
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
reusing a needle that
has been cleaned with
water
breast feeding from an
infected mother
June 2015
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Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
Abstinence
June 2015
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Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
Resources
Background Reading:
• HIV/AIDS: Background Information for Educators
• How to answer difficult questions: Answering Difficult Questions
• How to answer questions about controversial issues: Values Question Protocol
Websites:
• Health Educators Toolbox http://www.metrokc.gov/health/apu/healthed, (Public Health – Seattle &
King County [PHSKC])
• HIV/AIDS Program http://www.metrokc.gov/health/apu (PHSKC)
• Family Planning Program http://www.metrokc.gov/health/famplan (PHSKC)
Phone Numbers:
• HIV/STI Hotline: (206) 205-7837 or (800) 678-1595 (PHSKC)
• HIV/STI Hotline: (800) 342-AIDS (Centers for Disease Control and Prevention)
• Sex Information Line: (206) 328-7711 or (888) 307-9275 (Planned Parenthood of
• Western Washington)
• Your local Public Health Department
June 2015
Page 180
Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
HIV/AIDS PREVENTION Performance Task:
Can We Talk (About HIV)?
Student Instructions
This is a group assessment. Imagine that you are in one of the situations described
below. I n your small group, discuss the following question, brainstorm your responses,
and then prioritize the best way to handle the scenario and how you decided on this
response. Record your group's ideas using complete sentences.
Assessment C r i t e r i a
Answers will be scored on the following:
1. How well you show that you understand interpersonal communication processes.
2. How well you use these skills to inform or communicate with others about healthful living.
3. How well you perform other skills described by your instructor such as small group
interaction, teamwork, self or peer assessment.
Situation 1:
You heard that your neighbor has HIV and you are curious about how he got it. What would be a good
way to ask your parents about it?
Situation 2:
You are assigned to work in a cooperative group with a classmate who has HIV. You are afraid you
might get it. What would be a good way to let the classmate know how you are feeling?
Situation 3:
You fell down and are bleeding a lot. What would be a good way to get someone to help you without
putting them in danger of touching your blood?
Situation 4:
Your teammate got hit in the face with a basketball and has a bloody nose. The coach told you to help by
holding your teammate's nostrils shut. What would be an appropriate action to take?
Adapted by the Wisconsin Department of Public Instruction From CC55O-SCA55 Assessing Health
Literacy Project
June 2015
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Lesson Number: 14
Grade Level: 7th grade
“HIV/AIDS Basic Facts”
Milwaukee Public Schools
Human Growth and Development Curriculum
Assessment: 7th Grade Lesson 14:
1. Name (4) body fluids that transmit HIV.
2. Name (4) ways that HIV is NOT transmitted.
June 2015
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Assessment
Milwaukee Public Schools
Human Growth and Development Curriculum
Assessment Directions
Assessments should be used to help teachers gauge how well students are
learning the content. The first assessments are the Pre/Post assessment. This is to
be given to every student. The Pre/Post assessment could be used as part of a
teacher’s SLO. The 6th grade Pre/Post assessment is an online assessment. Go to
the Health Education Page on
mConnect: https://mconnect.milwaukee.k12.wi.us/MPSIntranet/Departments/cao/Curriculum-Instruction/PE--Wellness/HealthEducation.htm . Scroll to the bottom to find the link to the survey.
You are also asked to complete two more assessments during the course of the
HGD curriculum. These additional assessments may be used as Formative or
Summative assessments.
The teachers who prepared these assessments listed several assessments that
were embedded into the lessons that you could use:
The following assessments are listed below:
• Lesson 1: Reproductive Review (last page of lesson 1)
• Lesson 2: A Date or a Friend (last page of lesson 2)
• Lesson 3: Communication, Assertiveness, and Negotiation (last page of
lesson 3)
• Lesson 4: Decision Making Process (last page of lesson 4)
• Lesson 6: Abstinence (last page of lesson 6)
• Lesson 10: Contraception (last page of lesson 10)
• Lesson 13: Dealing with cyber bullying quiz
• Lesson 14: HIV/AIDS Basic Facts (last page of Lesson 14)
June 2015
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